This study explored the factors that influenced Turkish university students' career choices, job selection criteria, and leadership preferences. Participated in this study were 1,213 senior and junior management students from 17 universities across 6 regions of Turkey. Data collection was accomplished through a self-administered four-part questionnaire. Findings revealed that for the entire sample, having power and authority, peaceful work environment, opportunity for career advancement, and pay were the most motivating factors in job selection, whereas close supervision and guidance, praise from supervisor, feedback on performance, and sense of belonging were the least motivating ones. Charismatic leadership was found to be the most preferred style followed by participative, paternalistic, and bureaucratic styles. Finally, career choices were mostly affected by intrinsic factors (i.e., self aspirations), whereas interpersonal factors (i.e., significant others' expectations) were least influential. Findings were discussed in light of dynamic and changing cultural characteristics of the Turkish society. 相似文献
The purpose of this research study is to compare the effects of digital, dialogic and traditional reading on children’s language development aged 48–66 months. Fifty-six randomly selected children enrolled in three different classrooms in a public preschool in Turkey participated in the study. The three classrooms were again randomly assigned as digital, dialogic and traditional reading groups. During the reading activities, a total of 24 storybooks were read by each group every three times in 8 weeks. While the children’s language scores (the receptive and expressive language scores) resulted in a significant increase in dialogic reading, the children’s language scores in a digital and traditional reading group slightly changed during the intervention. Alternatively, qualitative data suggested that the interaction between teacher and children and between children and children were very limited in a digital and traditional reading group and that limited interaction during reading was the underlying cause of the insignificant increase in children’s language scores.
A critical aspect of teacher education is gaining pedagogical content knowledge of how to teach science for conceptual understanding. Given the time limitations of college methods courses, it is difficult to touch on more than a fraction of the science topics potentially taught across grades K-8, particularly in the context of relevant pedagogies. This research and development work centers on constructing a formative assessment resource to help expose pre-service teachers to a greater number of science topics within teaching episodes using various modes of instruction. To this end, 100 problem-based, science pedagogy assessment items were developed via expert group discussions and pilot testing. Each item contains a classroom vignette followed by response choices carefully crafted to include four basic pedagogies (didactic direct, active direct, guided inquiry, and open inquiry). The brief but numerous items allow a substantial increase in the number of science topics that pre-service students may consider. The intention is that students and teachers will be able to share and discuss particular responses to individual items, or else record their responses to collections of items and thereby create a snapshot profile of their teaching orientations. Subsets of items were piloted with students in pre-service science methods courses, and the quantitative results of student responses were spread sufficiently to suggest that the items can be effective for their intended purpose. 相似文献
Active engagement has become the focus of many early childhood science education curricula and standards. However, active engagement usually emphasizes getting children engaged with science solely through hands-on activities. Active engagement by way of hands, heads, and hearts are kept separate and rarely discussed in terms of getting all to work together, although inquiry-based education and student interest have been accepted as important in science education. The current study is an inquiry-based research. It aims to describe and examine projects and activity stations for preschoolers in a Turkish preschool classroom bringing together the pieces of the puzzle of science education, called here ‘Hands–Heads–Hearts-on Science Education'. The study, conducted from a qualitative-interpretivist paradigm, reveals that activity stations and projects create a context for hands-on (active engagement), heads-on (inquiry based or mental-engagement), and hearts-on (interest based) science education. It is found that activity stations and projects, when maintained by appropriate teacher-support, create a playful context in which children can be actively and happily engaged in science-related inquiry. 相似文献
A main purpose of the present study was to investigate the distribution of qualified mathematics teachers in relation to students’ socioeconomic status (SES), as measured by parental education, among Turkish middle schools. Further, relationships between mathematics teacher quality indicators and students’ mathematics achievement were explored. Data from the 2007 Trends in International Mathematics and Science Study were used. Relationships between mathematics teacher quality and students’ mathematics achievement were investigated using hierarchical linear modeling. The current study identified SES-related inequities in access to qualified mathematics teachers in Turkey. Low-SES students were more likely to be taught by mathematics teachers who had less than 3 years of experience or who did not hold a degree in mathematics or mathematics education. On the other hand, years of experience and a degree in mathematics or mathematics education were found to be substantially related to Turkish eighth-grade students’ mathematics achievement. Low-SES students’ mathematics teachers were also more likely to report a lack of confidence in their preparation to teach various mathematics contents. 相似文献
This retrospective study is an in-depth investigation of the perspectives of Turkish immigrant parents on their children’s
early schooling in the United States (PreK-3). It specifically explores how these parents connect with or are disconnected
from school culture, and how their socio-cultural understanding of education and teachers influence their relationships with
schools. Using a qualitative research design, data were collected through in-depth interviews with 18 parents from 10 families.
Findings suggest that Turkish parents negotiated the ways curriculum and instruction is constructed in American schools—such
as their assumptions about the lack of academic rigor—while they also embraced sound pedagogies the teachers practiced. Through
their experiences with schooling in the United States, Turkish parents reconsidered their sociocultural perspectives on the
role of the teacher in their children’s lives based on their experiences with their children’s teachers. The parents also
reported their challenges in understanding school culture and curriculum, and described how they negotiated their access to
the school culture. The results indicate the need for a stronger partnership between home and school. Teachers could support
parents in their struggle to access to the culture of schooling by establishing an eagerness for communication and a reciprocal
personal connection with families, who already socioculturally assume the teacher’s role as part of family. 相似文献
In this study, we aimed to determine the early cognitive and home environmental predictors of reading in Turkish-speaking children. A total of 362 children participated in the study. We monitored the children for 3 years and assessed the home environmental variables and cognitive skills in kindergarten, reading fluency at the end of the first grade, and reading comprehension at the end of the second grade. We found that home literacy environment and socioeconomic status predicted early literacy skills in kindergarten as they also predicted reading fluency and reading comprehension through early literacy in later years. In addition, we found that phonological awareness, letter knowledge, and rapid naming predicted reading fluency, while language and verbal working memory predicted reading comprehension. The results of the study showed us that it is important to consider reading and reading comprehension in Turkish-speaking children holistically, together with cognitive skills and home environmental variables. 相似文献