Work Experience

  • 2015 2011

    Öğretim Görevlisi

    YDÜ, Eğitim Bilimleri

  • 2003 2001

    Araştırma Görevlisi

    DAÜ, Eğitim bilimleri

Education & Training

  • Ph.D. 2017

    Eğitim Programları ve Öğretim

    Yakın Doğu Üniversitesi

  • Master2006

    Eğitim Bilimleri

    Doğu Akdeniz Üniversitesi

  • Bachelor2003

    Uluslar arası ilişkiler

    Doğu Akdeniz Üniversitesi

Honors, Awards and Grants

  • 2012
    European Consortium for Political Research ECPR Winter School in Methods and Techniques, held at the University of Vienna
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    • Attended the European Consortium for Political Research ECPR Winter School in Methods and Techniques, held at the University of Vienna from 11th to 18th February 2012. (Gained 100 % scholarship from European Consortium for Political Research).

Research Projects

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    Curriculum Development

    The researcher will develop curriculum of one of new course

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Analysis of 1 st Grade and 5 th Grade Textbooks and Primary School Student's Views About Personal Traits in Gender Role in Society

Conference Paper ELSEVIER, Volume 1, Issue 47, 2012, Pages 64 - 73

Abstract

This study investigates whether the textbooks used in Turkish Republic of Northern Cyprus (TRNC) schools carry stereotyped images and whether students view stereotypical representations of gender on personal traits are different with the respect of their gender and grade level. For the aim of this study, the primary 1 st and 5 th and 17 grade school textbooks were read in detail to find out gender stereotypic representations that matched with the categorie of personal traits. The questionnaire were developed to see the primary 1 st and 5 th grade students view about gender role releted to personal trait. Female and male are generally represented in a stereotyped way in the school textbooks; The numbers of personal traits representations were evaluated, “being brave”, “being dependent”, “independent”, “clever”, “leader”, “creative”, “supportive”, “rich”, “hardworking”, and “lazy” are for male personal traits. “Beautiful”, “sweet”, “emotional”, “happy”, “sad”, “surprised” and “friendly” are given for female personal traits according to the school textbooks content. “Active”, “passive”, “aggressive”, and “sensitive” are equal for these two gender representations. Students views with the respect of their gender show the similar results with the textbooks. Female students see most of the personal traits for both gender however male studnt's views reflect the stereotype personal traits in gender roles in society.


Özet

This study investigates whether the textbooks used in Turkish Republic of Northern Cyprus (TRNC) schools carry stereotyped images and whether students view stereotypical representations of gender on personal traits are different with the respect of their gender and grade level. For the aim of this study, the primary 1 st and 5 th and 17 grade school textbooks were read in detail to find out gender stereotypic representations that matched with the categorie of personal traits. The questionnaire were developed to see the primary 1 st and 5 th grade students view about gender role releted to personal trait. Female and male are generally represented in a stereotyped way in the school textbooks; The numbers of personal traits representations were evaluated, “being brave”, “being dependent”, “independent”, “clever”, “leader”, “creative”, “supportive”, “rich”, “hardworking”, and “lazy” are for male personal traits. “Beautiful”, “sweet”, “emotional”, “happy”, “sad”, “surprised” and “friendly” are given for female personal traits according to the school textbooks content. “Active”, “passive”, “aggressive”, and “sensitive” are equal for these two gender representations. Students views with the respect of their gender show the similar results with the textbooks. Female students see most of the personal traits for both gender however male studnt's views reflect the stereotype personal traits in gender roles in society.

From Autocracy to Democracy: The Impact of Social Media on the Transformation Process in North Africa and Middle East

Conference Paper ELSEVIER Procedia and Social Behavioral Sciences, Volume 1, Issue 81, 2013, Pages 678- 681

Abstract

Within a short time, a number of North African and Middle Eastern countries have moved from authoritarian regimes to initiate the process of democratic change in what is called the 2011 revolutions or the Arab Spring. These unexpected and unpredicted revolutions were real political surprises in those countries as well as outside the countries. This paper explores the role of social media in the lead up to the uprisings of 2011. On the basis of meta-analysis of published and electronic sources, the paper seeks to argue that social media and social network sites had played a catalytic role in the 2011 revolts in North Africa and Middle East.


Özet

Within a short time, a number of North African and Middle Eastern countries have moved from authoritarian regimes to initiate the process of democratic change in what is called the 2011 revolutions or the Arab Spring. These unexpected and unpredicted revolutions were real political surprises in those countries as well as outside the countries. This paper explores the role of social media in the lead up to the uprisings of 2011. On the basis of meta-analysis of published and electronic sources, the paper seeks to argue that social media and social network sites had played a catalytic role in the 2011 revolts in North Africa and Middle East.

The Comparison between Successful and Unsuccessful Countries in PISA, 2009

Conference Paper ELSEVIER, Volume 116, Issue 1, 2014, Pages 1636 - 1640

Abstract

This paper examines the performance of countries, which attended on the Programme for International Student Assessment (PISA) 2009 on mathematic literacy. The paper discusses Qatar, Kyrgyzstan, and Brazil's education system. It examines successful and unsuccessful countries academic performance in mathematics literacy among 15 year olds students. The paper gives a better and deeper understanding of the relationship between countries success with educational reform, social, political, and economical aspects on students’ academic performance in PISA.


Özet

This paper examines the performance of countries, which attended on the Programme for International Student Assessment (PISA) 2009 on mathematic literacy. The paper discusses Qatar, Kyrgyzstan, and Brazil's education system. It examines successful and unsuccessful countries academic performance in mathematics literacy among 15 year olds students. The paper gives a better and deeper understanding of the relationship between countries success with educational reform, social, political, and economical aspects on students’ academic performance in PISA.

http://www.sciencedirect.com/science/article/pii/S1877042812023506

General Publication Analysis of 1 st Grade and 5 th Grade Textbooks and Primary School Students Views About Personal Traits in Gender Role in Society, 2016

Abstract


Özet

http://www.sciencedirect.com/science/article/pii/S1877042813015620

General Publication From autocracy to democracy: The impact of social media on the transformation process in North Africa and Middle East, 2016

Abstract


Özet

http://www.sciencedirect.com/science/article/pii/S1877042813015632

General Publication The Reasons Behind US Invasion of Iraq, 2016

Abstract


Özet

http://sproc.org/archives/index.php/cjes/article/viewArticle/8.3.7

General Publication The Attitudes of High School Teachers towards Contemporary Educational Approaches and Theories, 2016

Abstract


Özet

http://sproc.org/ojs/index.php/pntsbs/article/view/440

General Publication A content analysis of citizenship education, 2016

Abstract


Özet

http://www.sciencedirect.com/science/article/pii/S1877042814004650

General Publication The Comparison between Successful and Unsuccessful Countries in PISA, 2009, 2016

Abstract


Özet

http://www.sciencedirect.com/science/article/pii/S1877042813052452

General Publication The East Asian Model of Economic Development and Developing Countries, 2016

Abstract


Özet

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Original Article -, Volume -, Issue -, 2000, Pages -

Abstract

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Özet

http://krepublishers.com/02-Journals/IJES/IJES-15-0-000-16-Web/IJES-15-1,2-000-16-Abst-PDF/IJES-SV-15-1,2-157-16-1829-Danju-I/IJES-SV-15-1,2-157-16-1829-Danju-I-Tx[18].pdf

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Original Article -, Volume -, Issue -, 2000, Pages -

Abstract

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Özet

http://sproc.org/ojs/index.php/pntsbs/article/view/440

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Original Article -, Volume -, Issue -, 2000, Pages -

Abstract

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Özet

http://www.sciencedirect.com/science/article/pii/S1877042813052452

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Original Article -, Volume -, Issue -, 2000, Pages -

Abstract

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Özet

http://www.sciencedirect.com/science/article/pii/S1877042813015632

The Attitudes of High School Teachers towards Contemporary Educational Approaches and Theories

Original Article Cypriot Journal of Educational Sciences, Volume 8, Issue 3, 2013, Pages 341 - 350

Abstract

This study examined whether there were differences between private, state and foundation high schools in North Cyprus in the application of contemporary educational approaches and theories. Qualitative approach was used to collect data from three different discussion groups in three different locations. Open coding methods were used to analyse the semi structured discussion recordings. Results regarding the application and practice of contemporary educational approaches and theories in the schools showed some similarities as well as differences. However, constructivist approach was seen to be given greater importance only in the private school while foundations and state schools neither applied nor practiced this approach.


Özet

This study examined whether there were differences between private, state and foundation high schools in North Cyprus in the application of contemporary educational approaches and theories. Qualitative approach was used to collect data from three different discussion groups in three different locations. Open coding methods were used to analyse the semi structured discussion recordings. Results regarding the application and practice of contemporary educational approaches and theories in the schools showed some similarities as well as differences. However, constructivist approach was seen to be given greater importance only in the private school while foundations and state schools neither applied nor practiced this approach.

Currrent Teaching

  • 2018 GÜZ

    RESEARCH PROJECT I

    Araştırma projesi hazırlayabailmek ve daha önce yapılmış araştırmadan yararlanabilmek

  • 2018 GÜZ

    EXPERIENCING SCHOOL

    -

  • 2018 AKADEMİK YILI

    EDUCATION FOR LEARNING

    .

  • 2018 GÜZ

    EDUCATION FOR LEARNING

    .

  • 2018 GÜZ

    INTRODUCTION TO POLITICAL SCIENCE

    .

  • 2018 GÜZ

    SOCIETY SERVICE PRACTICE

    -

  • 2018 GÜZ

    ADULT EDUCATION

    yetişkin eğitimi hakkında genel ve derin bilgi sahibi olmak, yaşam boyu öğrenme ile ilişkilendirmek

Teaching History

  • 2016 YAZ

    PLANNING AND EVALUATION AT TEACHING

    EĞİTİMDE PLANLAMA VE DEĞERLENDİRME ÖĞRETİMİ KAZANIMLARI

  • 2015 GÜZ

    SPECIAL TEACHING METHODS II

  • 2016 BAHAR

    CURRICULUM DEVELOPMENT AND INSTRUCTION

    yok

  • 2015 GÜZ

    METHODS OF SPECIAL LEARNING II

  • 2014 BAHAR

    INTRODUCTION TO TEACHING

  • 2015 BAHAR

    INTRODUCTION TO TEACHING

  • 2016 BAHAR

    CURRICULUM AND ASSESSMENT

    Eleştirel düşünceye göre öğrendiklerini tartışmak

  • 2017 BAHAR

    SPECIAL TEACHING METHODS II

    .

  • 2014 BAHAR

    INTRODUCTION TO THE TEACHING PROFESSION

    .

  • 2015 BAHAR

    INTRODUCTION TO THE TEACHING PROFESSION

    .

  • 2016 BAHAR

    CURRICULUM DEVELOPMENT IN EDUCATION

    :

  • 2015 GÜZ

    SCIENTIFIC RESEARCH METHODS

  • 2016 BAHAR

    LEARNING AND TEACHING THEORIES AND APPROACHES

    Geçmişten günümüze gelen öğrenme öğretme yaklaşımlarına ilişkin kuramsal bilgiler ve uygulamalı örnekler ile öğrenme öğrenme yaşantılarını içermektedir. Farklı alanlardan mezun öğretmen adaylarına etkili ve başarılı öğrenme ve öğretim etkinliklerinin hazırlanması ve uygulanmasında kuramsal temelleri vermektedir. Öğretmenliği icra eden ve edecek olan Her öğretmenin kendisine sorması gereken soruların başında; Öğrencilerim nasıl öğrenmekte? Öğrencilerime duyuşsal, psikomotor ve bilişsel açıdan nasıl ulaşabilirm? Bir eğitimci olarak öğrencilerimin öğrenmelerine öğretim adına nasıl katkı sağlayabilirim? Mesleki alanda yapılan nasılm gelişmelerden nasıl yararlanabilirim? yer almaktadır

  • 2017 BAHAR

    EDUCATIONAL PSYCHOLOGY

    ----------------

  • 2015 GÜZ

    PRINCIPLES AND METHODS OF TEACHING

  • 2015 GÜZ

    RESEARCH METHODS

  • 2017 BAHAR

    TEACHING AND LEARNING TECHNIQUES

    -

  • 2016 BAHAR

    SPECIAL TEACHING METHODS II

    .

  • 2016 GÜZ

    SPECIAL EDUCATION MEDHODS I

  • 2016 GÜZ

    CURRICULUM DEVELOPMENT AND INSTRUCTION

    yok

  • 2014 BAHAR

    CURRICULUM DEVELOPMENT IN EDUCATION

    :

  • 2015 BAHAR

    CURRICULUM DEVELOPMENT IN EDUCATION

    :

  • 2017 BAHAR

    LITERATURE REVIEW AND REPORT WRITING

    -

  • 2016 BAHAR

    CURRICULUM DEVELOPMENT AND EVALIATION

    -

  • 2016 GÜZ

    CURRICULUM DEVELOPMENT AND EVALIATION

  • 2016 BAHAR

    -

    Eleştirel düşünce mantığıyla öğrendiklerini tartışmak

  • 2015 GÜZ

    RESEARCH METHODS AND TECHNIQUES I

  • 2017 BAHAR

    Literature Review and Report Writing

    -

  • 2017 BAHAR

    PRINCIPLES & METHODS OF TEACHING

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

  • 2017 BAHAR

    PLANNING AND EVALUATION AT TEACHING

    EĞİTİMDE PLANLAMA VE DEĞERLENDİRME ÖĞRETİMİ KAZANIMLARI

  • 2014 BAHAR

    TEACHING AND LEARNING TECHNIQUES

    -

  • 2015 BAHAR

    TEACHING AND LEARNING TECHNIQUES

    -

  • 2015 GÜZ

    TEACHING METHODS-II

  • 2016 GÜZ

    RESEARCH METHODS

  • 2016 GÜZ

    SPECIAL TEACHING METHODS

  • 2015 BAHAR

    SPECIAL TEACHING METHODS

    ......

  • 2016 GÜZ

    RESEARCH TECHNIQUES

    -

At My Office

Atatürk Eğitim Fakültesi 311 nolu ofis