Öğretmenlerin Mesleki Gelişimlerinde Lisansüstü Eğitimin Rolü: Mezun Olmak Yeterli mi?

This research aims to determine the role of graduate education in supporting the professional development of teachers. The qualitative research method was employed, and the basic qualitative research design was utilized. The study group of the research consisted of 25 teachers who had graduate level and were working in a province center in the Central Black Sea Region of Turkey. In-depth interviews were held with teachers through a semi-structured interview form developed by the researchers. The data were analyzed with content analysis using the MaxQda software package. The results of the study revealed that the teachers pursued graduate education mostly to achieve personal and professional development and to build an academic career. They stated that graduate education provided them with the skills of scientific thinking and research, communication, teaching and evaluation, and establishing theory-practice relationships, as well as knowledge of the profession and the field. They also added that they gained positive attitudes towards their profession, students, education, and life in general. A considerable part of the teachers stated that with graduate education, they realized the importance of professional development, their approach to evaluating events changed, and that their self-confidence, satisfaction, and performance increased. Almost all of the teachers claimed that positive changes occurred in their approach to students after they had received graduate education. A significant portion of the teachers said that the graduate education they received contributed directly to learning and applying new methods and techniques and led to some tangible changes in their measurement and evaluation practices. On the other hand, teachers also touched on important problem areas, such as the lack of a career system that encouraged graduate education and failure to put what had already been learned into practice for various reasons. Findings showed that it was not enough to have graduate education alone and that some measures regarding both the structure of graduate education programs and the working environment of teachers needed to be taken. Based on the results of the research, we recommend that a career system that will increase the professional development motivation of teachers should be created and that the degrees to be obtained in the fields of education and educational sciences should be prioritized in this system.Bu araştırmanın amacı, öğretmenlerin mesleki gelişimlerinin desteklenmesinde lisansüstü eğitimin rolünü belirlemektir. Araştırmada nitel araştırma yöntemi işe koşulmuş ve temel nitel araştırma deseninden yararlanılmıştır. Araştırmanın çalışma grubunu Orta Karadeniz Bölgesinde bir il merkezinde görev yapan lisansüstü eğitim almış 25 öğretmen oluşturmaktadır. Araştırmacılar tarafından geliştirilen yarı-yapılandırılmış görüşme formu aracılığıyla öğretmenlerle derinlemesine görüşmeler gerçekleştirilmiştir. Veriler MaxQda programı kullanılarak içerik analizi ile analiz edilmiştir. Araştırmanın sonuçları, öğretmenlerin en fazla kişisel ve mesleki gelişimlerini sağlamak ve akademik kariyer yapmak için lisansüstü eğitime başvurduklarını göstermektedir. Öğretmenler, lisansüstü eğitimin kendilerine meslek ve alan bilgisinin yanında bilimsel düşünme ve araştırma, iletişim, öğretim ve değerlendirme ile kuram-uygulama ilişkisi kurma becerileri kazandırdığını belirtmişlerdir. Ayrıca öğretmenler mesleklerine, öğrencilerine, eğitime ve genel olarak hayata karşı olumlu tutumlar kazandıklarını ifade etmişlerdir. Öğretmenlerin önemli bir bölümü, lisansüstü eğitimle birlikte mesleki gelişimin önemini fark ettiklerini, olayları değerlendirme yaklaşımlarında farklılaşma olduğunu, kendine güvenlerinin, doyumlarının ve performanslarının arttığını belirtmişlerdir. Öğretmenlerin tamamına yakını lisansüstü eğitim aldıktan sonra öğrencilere yaklaşımlarında olumlu yönde değişimler meydana geldiğini belirtmiştir. Öğretmenlerin önemli bir kısmı, aldıkları lisansüstü eğitimin yeni yöntem ve teknikler öğrenme ve uygulama noktasında kendilerine doğrudan katkısının olduğunu, lisansüstü eğitim almalarının ardından ölçme ve değerlendirme uygulamalarında birtakım somut değişiklikler meydana geldiğini belirtmişlerdir. Tüm bu olumlu tablonun yanında öğretmenler, lisansüstü eğitimi teşvik eden bir kariyer sisteminin bulunmaması, öğrenilenlerin çeşitli nedenlerle uygulamaya geçirilememesi gibi önemli sorun alanlarından bahsetmişlerdir. Bulgular, tek başına lisansüstü eğitim yapmış olmanın yeterli olmadığını gerek lisansüstü eğitim programlarının yapısına gerekse öğretmenlerin çalışma ortamlarına ilişkin kimi önlemlerin alınması gerektiğini göstermektedir. Araştırma sonuçlarına dayalı olarak, öğretmenlerin mesleki gelişim motivasyonlarını arttıracak bir kariyer sistemi oluşturulması, bu kariyer sisteminde alan eğitimi ve eğitim bilimleri alanlarında alınacak derecelerin öncelenmesi önerilmiştir

Oyun Çözümlemesi: Bir Uygulama

I960'lı yıllara kadar oyun eleştirmenleri, bir oyun çözümlemesinin ancak gösteri esnasında olabileceğini öne sürmüşler; eğretilemeler, benzetiler gibi söz sanatlarını metin örüntüsü içinde irdeleyen bir deyişbilim çözümlemesini (stylistic analysis) ise oldukça yetersiz bulmuşlardı. Yakın zamanlara kadar kelimelerin ardına saklanan anlamlan çözümlemenin özel bir yolu yoktu, çünkü onlar tiyatrodaki seyirci için hareket, duruş, ses tonu gibi söz dışı iletişim belirtkeleriyle anlaşılabilir duruma getiriliyordu. Bütün bu özellikler de ancak oyun anında gözlemlenebilir olduğundan eleştirmenler de oyunların ancak sahnede anlaşılıp değerlendirileceği sanısında birleştiler

How to be productive in PhD Level: A needs assessment study for doctoral students’ research productivity

The aim of the study is to conduct a needs assessment study to determine research productivity needs of doctoral students. A mixed method approach and fully mixed con-current dominant status design is used in the current study. The participants of the study included doctoral students, professors, and deans of (graduate schools) at a university in Turkey from the various Social and Natural Sciences Departments so that the needs of doctoral students from different disciplines could be examined. ‘Needs assessment questionnaires’ were administered to 35 doctoral students, 35 professors, and 4 deans; interviews were conducted with 7 doctoral students, 4 professors and 4 deans to collect the data. Findings of the study showed that academic writing skills were the most frequently mentioned skill that the doctoral students need to improve for their research productivity. In interviews, needs of the participants divided into personal factors like interest and positive attitudes towards research, intrinsic motivation, questioning and writing skills, scientific method and foreign language knowledge; institutional factors like support of advisor/professors, taking part in collaborative and interdisciplinary studies, joining the research projects, easy access of resources, elimination of bureaucratic obstacles, and environmental factors like support of individuals in immediate surroundings of doctoral students

KUR’ÂN’IN UYKU-ÖLÜM BENZETMESİ BAĞLAMINDA RÜYA-KABİR HAYATI KARŞILAŞTIRMASI

Bazılarınca tartışmalı bir mesele olarak görülmekle birlikte, insanın ölümünden başlayarak kıyamet gününde yeniden dirilişine kadar geçen sürede, başka bir âleme/berzah âlemine intikal ederek orada bir hayat yaşadığı hususu, kelâm literatüründe yer edinmiş bir konudur. Bu bağlamda insan, ölümünün ardından kabre konulmasıyla başlayıp kıyamet gününde yeniden dirilişine kadar devam eden sürede ruh-beden unsurlarından ikincisini/bedeni yitirmekte; bedeni çürüyüp aslı olan toprağa dönüşürken, ruhu berzah âleminde farklı bir yaşamla yüzleşmektedir. İnsanın ruh-beden bütünlüğün bulunduğu dünya ya da ahiret hayatına nispetle bu unsurlardan bedeni kaybetmesi nedeniyle “düşük düzeyli” olarak nitelenebileceğimiz kabir hayatını yaşamaktadır. Daha çok “kabir azabı” diye tabir edilen ve Kur’ân ayetlerinden açık bir referans almayan bu hayatın varlığı hadislerle temellendirilmektedir. Bu hususa mesnet yapılan bazı Kur’ânî nasların konuyla bağlantısı ise, ancak dolaylı bir te’ville sağlanabilmektedir. Kabir hayatının var olup olmadığı tartışmalarına girmeksizin, hadislerde belirtildiği üzere, insanın ölümünden sonra yeniden dirilişine kadar ruhsal düzeyinde bir hayat yaşayacağı ve bu hayatta; dünyada yaptıklarına göre iyi ya da kötü bir muamele ile karşılaşacağı inancıyla yapılan bu çalışmada, Kur’ân’ın uyku-ölüm benzetmesi bağlamında rüya-kabir hayatı arasında bir karşılaştırma yapılması amaçlanmaktadır. Böylece hadislerle temellendirilen, Kur’ân ayetleriyle ise, ancak dolaylı olarak ilişki kurulabilen kabir hayatının varlığı pekiştirilecektir

Elektroeğirme yöntemi ile nanokablo üretimi

TÜBİTAK MAG Proje31.01.200

Turkish version of the test your memory (Tym-tr) as a screening tool in memory clinics

Introduction: This study compared the Turkish version of Test Your Memory (TYM) MMSE (Mini-Mental State Examination) and CDT (Clock Drawing Test) in patients with neurocognitive disorder. Methods: After a thorough medical workup, patients with a diagnosis of neurocognitive disorder were enrolled. A cross-sectional design was used to compare the TYM results with those of MMSE and CDT. Results: This study was conducted on 100 patients, including 46 males and 54 females, aged 52 to 86. The majority of patients were diagnosed with vascular neurocognitive disorder. The z-score of TYM-TR was significantly lower in the domains of registration, recall, visuospatial, and total score. The same results were achieved when CDT was added to MMSE. The same pattern was observed separately for those who were diagnosed with a mild or major neurocognitive disorder. Conclusion: Patients’ cognitive deficits might be more evident when measured by the TYM-TR compared to the MMSE

Perceptions of academic members about the concept of research productivity

Bu araştırmanın amacı, öğretim üyelerinin araştırma üretkenliği kavramına ilişkin algılarını ortaya koymaktır. Nitel araştırma yöntemlerinden biri olan fenomenoloji deseni ile yapılandırılan çalışmada, veri toplama aracı olarak araştırmacılar tarafından geliştirilen yarı-yapılandırılmış görüşme formu kullanılmıştır. Araştırmada çalışma grubunun, çeşitli alanlardan farklı akademik unvanlara sahip öğretim üyelerinden oluşması sağlanmaya çalışılmıştır. Bu nedenle, sosyal bilimler ve fen bilimleri alanlarında görev yapan doktor öğretim üyesi, doçent ve profesör unvanına sahip akademisyenlerden toplam 20 öğretim üyesine ulaşılmıştır. Verilerin analizinde MaxQda programı kullanılmış, veriler betimsel analiz yöntemi kullanılarak analiz edilmiştir. Akademisyenler genel olarak araştırma üretkenliğini uzman olunan alanla ilgili araştırma yapma, yeni bilgi ortaya çıkarma, bilgileri yayınlar aracılığıyla paylaşma ve bütün bu etkinlikler aracılığıyla alana katkı sağlama olarak tanımlamaktadırlar. Araştırma üretkenliğini açıklarken nitelikli yayın, güncellik, görünürlük/fark edilebilirlik, gelişim, bilinmeyeni keşfetme, fikir üretme, sağlam/sürdürülebilir eser, ürün ortaya çıkarma kavramlarını sıklıkla kullanmışlardır. Katılımcılar araştırma üretkenliğine sahip olmak adına makale, kitap/kitap bölümü yazma, konferans, kongre, çalıştay gibi etkinlikler içinde yer alma ve ayrıca bildiri sunma, eğitim verme/alma, işbirlikli çalışma ve proje yapma, patent alma gibi faaliyetler içinde yer almanın gerekli olduğunu düşünmektedirler. Ancak bu faaliyetlerin sayı bakımından değerlendirilmek yerine nitelik bakımından değerlendirilmesi gerektiğine vurgu yapmışlar ve yapılan yayınlarının niteliğini, etki değeri yüksek dergilerde yayınlanmış olma ve atıf alma kriterlerine göre değerlendirdiklerini belirtmişlerdir.The aim of the research is to reveal the perceptions of academic member of the universities about the concept of research productivity. In the study structured with the phenomenology design, which is one of the qualitative research methods, the semi-structured interview form developed by the researchers was used as the data collection tool. In the research, it was tried to ensure that the study group consists of academic members with different academic degrees from various fields. For this reason, a total of 20 academic member with the title of doctor, associate professor and professor were reached in the fields of Social Sciences and Natural and Applied Sciences. MaxQda program was used to analyze the data, and the data were analyzed by using descriptive analysis method. Academicians generally defined research productivity as conducting research in the field of expertise, revealing new information, sharing information through publications and contributing to the field through all these activities. While explaining research productivity, they frequently used the concepts of qualified publication, visibility/noticeability, improvement, exploration of the unknown, generating ideas, solid/sustainable work, and production of scientific knowledge. The participants thought that in order to have research productivity, it was necessary to take part in activities such as writing articles, book/book chapters, participating conferences, congresses, workshops, presenting papers, giving/receiving training, participating collaborative work and projects, and obtaining patents. However, they emphasized that these activities should be evaluated in terms of quality instead of being evaluated in terms of number and they stated that they evaluated the quality of their publications according to the criteria of being published in high-impact journals and citation frequenc

A Systematic Review and Meta-analysis of the Relationships among Post-secondary Students’ Attitudes Toward Statistics and Statistics Achievement

Background: An understanding of statistics is essential in our data-driven world. Accordingly, successful completion of a statistics course is required for undergraduate and graduate students from many disciplines. Attitudes toward statistics is a multidimensional construct that expresses individuals’ positive or negative dispositions to statistics. A wide body of research indicates that there are statistically significant relationships among attitudes toward statistics and statistics achievement. However, the reported magnitudes of these relationships differ across studies.  Methods/Design: This review will examine the relationships among post-secondary students’ scores on the attitude components assessed by the Survey of Attitudes toward Statistics (SATS) and their statistics achievement assessed using a variety of measures. As the data allow, this review then will explore the impact of possible moderating research characteristics including, for example, those associated with research sources, institutions, courses, subjects, and the SATS and statistics achievement measures. Discussion: In the resulting journal article, this section will focus on the results and the strengths and limitations of the synthesized literature. We expect that the study will contribute to the literature on the relationship between attitudes toward statistics and achievement by synthesizing the individual research results. The availability of the required information and the quality of primary studies will be potential limitations for the current study

Vitamin-D binding protein gene polymorphisms and serum 25-hydroxyvitamin-D in a Turkish population

The rs7041 and rs4588 polymorphisms found in the GC gene, encoding vitamin D-binding protein (DBP), have distinct biochemical phenotypes. The aim of this study was to investigate vitamin D parameters with these polymorphisms, in individuals with possible vitamin D deficiency. The most common (49% of the cohort) genotype in rs7041 was GT, especially among individuals with high levels of free 25(OH)D calculated but with low levels of bioavailable 25(OH)D, and in rs4588 it was AC in particular among the individuals with low levels of bioavailable 25(OH)D. The most common phenotypes were Gc1s/2 (35.3%) and Gc1s/1s (31.4%), and Gc1f/1f was rare (5.9%). The variations in free and bioavailable 25(OH)D levels among healthy Turkish individuals may be attributed to the variations in total 25(OH)D as well as GC gene polymorphisms. The Turkish population shares a similarity for allele frequencies of rs7041 with the European population and similarity for allele frequencies of rs4588 with Gujarati Indians, and this may also be important in relation to certain ethnic populations showing associations between vitamin D and COVID-19

Precision rehabilitation for aphasia by patient age, sex, aphasia severity, and time since stroke? A prespecified, systematic review-based, individual participant data, network, subgroup meta-analysis

Background: Stroke rehabilitation interventions are routinely personalized to address individuals’ needs, goals, and challenges based on evidence from aggregated randomized controlled trials (RCT) data and meta-syntheses. Individual participant data (IPD) meta-analyses may better inform the development of precision rehabilitation approaches, quantifying treatment responses while adjusting for confounders and reducing ecological bias. Aim: We explored associations between speech and language therapy (SLT) interventions frequency (days/week), intensity (h/week), and dosage (total SLT-hours) and language outcomes for different age, sex, aphasia severity, and chronicity subgroups by undertaking prespecified subgroup network meta-analyses of the RELEASE database. Methods: MEDLINE, EMBASE, and trial registrations were systematically searched (inception-Sept2015) for RCTs, including ⩾ 10 IPD on stroke-related aphasia. We extracted demographic, stroke, aphasia, SLT, and risk of bias data. Overall-language ability, auditory comprehension, and functional communication outcomes were standardized. A one-stage, random effects, network meta-analysis approach filtered IPD into a single optimal model, examining SLT regimen and language recovery from baseline to first post-intervention follow-up, adjusting for covariates identified a-priori. Data were dichotomized by age (⩽/> 65 years), aphasia severity (mild–moderate/ moderate–severe based on language outcomes’ median value), chronicity (⩽/> 3 months), and sex subgroups. We reported estimates of means and 95% confidence intervals. Where relative variance was high (> 50%), results were reported for completeness. Results: 959 IPD (25 RCTs) were analyzed. For working-age participants, greatest language gains from baseline occurred alongside moderate to high-intensity SLT (functional communication 3-to-4 h/week; overall-language and comprehension > 9 h/week); older participants’ greatest gains occurred alongside low-intensity SLT (⩽ 2 h/week) except for auditory comprehension (> 9 h/week). For both age-groups, SLT-frequency and dosage associated with best language gains were similar. Participants ⩽ 3 months post-onset demonstrated greatest overall-language gains for SLT at low intensity/moderate dosage (⩽ 2 SLT-h/week; 20-to-50 h); for those > 3 months, post-stroke greatest gains were associated with moderate-intensity/high-dosage SLT (3–4 SLT-h/week; ⩾ 50 hours). For moderate–severe participants, 4 SLT-days/week conferred the greatest language gains across outcomes, with auditory comprehension gains only observed for ⩾ 4 SLT-days/week; mild–moderate participants’ greatest functional communication gains were associated with similar frequency (⩾ 4 SLT-days/week) and greatest overall-language gains with higher frequency SLT (⩾ 6 days/weekly). Males’ greatest gains were associated with SLT of moderate (functional communication; 3-to-4 h/weekly) or high intensity (overall-language and auditory comprehension; (> 9 h/weekly) compared to females for whom the greatest gains were associated with lower-intensity SLT ( 9 h over ⩾ 4 days/week. Conclusions: We observed a treatment response in most subgroups’ overall-language, auditory comprehension, and functional communication language gains. For some, the maximum treatment response varied in association with different SLT-frequency, intensity, and dosage. Where differences were observed, working-aged, chronic, mild–moderate, and male subgroups experienced their greatest language gains alongside high-frequency/intensity SLT. In contrast, older, moderate–severely impaired, and female subgroups within 3 months of aphasia onset made their greatest gains for lower-intensity SLT. The acceptability, clinical, and cost effectiveness of precision aphasia rehabilitation approaches based on age, sex, aphasia severity, and chronicity should be evaluated in future clinical RCTs