Uygulamalı İngilizce ve ÇevirmenlikApplied English and Translationhttps://hdl.handle.net/20.500.12511/1782024-03-28T23:21:14Z2024-03-28T23:21:14ZDetermining and evaluating criteria for transformational leadership in educational institutions with AHP methodMızrak, FilizCulduz, Murathttps://hdl.handle.net/20.500.12511/117962023-11-17T08:11:51Z2023-01-01T00:00:00ZDetermining and evaluating criteria for transformational leadership in educational institutions with AHP method
Mızrak, Filiz; Culduz, Murat
As all sectors, educational institutions need to keep up with the chance and developments. In this scope, transformational leaders are among the most important requirements. For this reason, it is important for executives working in educational institutions to have transformational leadership characteristics and to demonstrate these characteristics by using them for the management of the schools. Based on these data, the main purpose of this research is to determine the transformational leadership characteristics in educational institutions. In this context, the criteria obtained as a result of literature review and interviews with five experts working in educational institutions have been weighted with the AHP method to determine their priorities. It is thought that the findings of the research will be a guide for educational institutions which have changed especially after the pandemic. At the same time, it is believed that the criteria determined according to the order of importance will contribute to the senior manager selection process of the relevant institutions.
2023-01-01T00:00:00ZPrimary school teachers’ attitudes and knowledge levels on democracy and multicultural education: A scale development studyToraman, ÇetinAcar, FeritAydın, Hasanhttps://hdl.handle.net/20.500.12511/11862023-01-31T17:32:58Z2015-01-01T00:00:00ZPrimary school teachers’ attitudes and knowledge levels on democracy and multicultural education: A scale development study
Toraman, Çetin; Acar, Ferit; Aydın, Hasan
Multicultural education is a recent educational perspective that cares about the needs of different cultural groups. As teachers perform the educational procedure, they have importance in achieving the goals of multicultural education. In this study, a concept map to measure teachers’ knowledge on multicultural education and democracy and multicultural education attitude scale” were developed for primary school teachers. A pilot scheme was performed in a working group with 130 primary school teachers from Ankara and Istanbul where two most populous cities in Turkey. An exploratory factor analysis and Cronbach’s Alpha Reliability Coefficient showed that democracy and multicultural education attitude scale is made up of five sub-dimensions (sub-scales) and it is a reliable and valid for attitude scale. Reliability and validity for concept map was supported by a group of experts who work in multicultural education field to revise a new concept map. In addition, in the pilot scheme the concepts “Universal Values”, “Human Rights” and “Showing Respect to Differences” were in more than one headings. Thus, regulations were made to increase validity and reliability.
2015-01-01T00:00:00ZMaintaining the efficacy of warm-up activities in EFL classrooms: An exploratory action researchSavaş, Hasanhttps://hdl.handle.net/20.500.12511/5512021-04-12T17:41:42Z2016-01-01T00:00:00ZMaintaining the efficacy of warm-up activities in EFL classrooms: An exploratory action research
Savaş, Hasan
The current study is an Exploratory Action Research and was carried out for the purpose of enhancing the efficacy of warm-up activities used in EFL classrooms. The participants of the study were A2 (pre-intermediate) level English preparatory students at a foundation university in Turkey, and their ages ranged from 18 to 21. The data were gathered through two different questionnaires in the form of students' reports in order to provide answers to two research questions. First, an Exploratory Practice (EP) was carried out with the participation of 32 students from two skill-based listening and speaking classes by using the first questionnaire as the data collection tool. The aim was to understand what warm-up activities/practices meant to students and to investigate students' perceptions on the use of warm-up activities as tools to increase participation in classes. Following the findings of EP, an Action Research (AR) was carried out in one of the classes with the participation of 21 students for a four-weeks period. The AR study was the implementation of the emerged themes from the EP in the form of redesigned warm-up activities. Following the classroom implementations, the second data collection tool, which was the second questionnaire, was distributed to the students. The findings of the second questionnaire provided the reflections of the students on the AR study. The collected data were content analyzed and the teacher researcher provided reflections on the overall process.; Mevcut çalışma bir keşif ve eylem araştırmasıdır ve İngiliz dili eğitimi sınıflarında uygulanan ön- hazırlık faaliyetlerinin yeterliliklerini geliştirmek amacı ile uygulanmıştır. Çalışmanın katılımcıları Türkiye'de bir vakıf üniversitesinde İngilizce hazırlık okulu'nda öğrenim gören A2 (alt orta seviye) kuru öğrencileridir. Katılımcıların yaşları 18 ile 21 arası değişmektedir. Çalışmada veri iki adet araştırma sorusuna cevap aramak için öğrenci raporları şeklinde iki farklı anket formu kullanılarak toplanmıştır. Ilk önce birinci data toplama aracı olarak kullanılan anket formu 32 öğrencinin katılımıyla keşif araştırması şeklinde uygulanmıştır. Amaç ön-hazırlık faaliyetlerinin öğrenciler için ne anlama geldiğini anlamak ve sınıf içi katılımı artırmak için kullanımlarında öğrencilerin algılarını araştırmaktır. Keşif araştırmasının bulguları üzerine 21 öğrencinin katılımı ile bir sınıfta eylem araştırması dört hafta boyunca uygulanmıştır. Eylem araştırması keşif araştırması sonucu ortaya çıkan temalar üzerine dizayn edilmiş ön-hazırlık faaliyetlerinin sınıf içinde uygulanması şeklinde yürütülmüştür. Sınıf içi uygulamaları sonrasında ikinci data toplama aracı olarak kullanılan anket formu öğrencilere dağıtılmıştır ve sonucunda öğrencilerin eylem araştırması sonrasındaki algıları araştırılmıştır. Toplanan tüm veriler içerik analiz edilmiştir ve öğretmen- araştırmacı tüm süreç ve çalışma çıktıları üzerine değerlendirmelerini yapmıştır.
2016-01-01T00:00:00Z