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Hanife Akar 《Asia Pacific Education Review》2010,11(3):447-457
This paper examines the challenges faced by the Turkish higher education system and exposes the inequities and realities educators
in a developing nation must struggle with as they try to find a prestigious spot in the knowledge-production industry. After
a brief overview of the literature that illustrates how globalization penetrated into each stage of development of Turkey’s
modern institutions of higher education, the paper presents a discussion, based on national and international statistics,
of the challenges these institutions face as a result of globalization, namely increasing demands for higher education; faculty
shortages; the internationalization of higher education; research and knowledge production; and the process of financing higher
education. 相似文献
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Turkey is a country that has experienced and continues to experience a dramatic degree of both rural-to-urban and inter-regional internal migration. Migrants tend to settle in gecekondu areas in either established inner-city neighborhoods or in newer squatter settlements built on undeveloped land bordering rural areas on the urban periphery. Schools in these areas are invariably impacted by this extensive and unplanned internal migration. This study aimed to examine the challenges facing schools located in migrant communities in Turkey. The findings show that such schools are likely to be resource-poor, overcrowded urban facilities that face challenges related to poor school quality, low academic achievement of students, intercultural issues related to the diverse student population and a lack of parental awareness regarding education and child development. Students were also reported to suffer from malnutrition and a lack of adequate physiological and emotional support. Furthermore, teachers attributed the physiological, psycho-social and academic shortcomings of children mainly to their poor language skills, the low socio-economic status of families and household poverty. 相似文献
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Hanife Kahraman 《Sex education》2017,17(4):399-412
This study examined the effects of a sexual health curriculum developed for school psychological counsellors in Turkey on the sexual health knowledge of the participating candidates, their beliefs in sexual myths and their tendencies towards ambivalent sexism and sexism in romantic relationships. The study adopted a semi-experimental design. Study participants included an experimental group of 59 students from a programme of guidance and psychological counselling in Ege University’s Faculty of Education and a comparison group of 33 students from the Department of Psychology in the Faculty of Letters. Findings suggested that the sexual health education curriculum increased knowledge of sexuality, decreased beliefs in sexual myths, and decreased ambivalent sexism and sexism in romantic relationships among the candidates. 相似文献
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Canan A. Agirtan Taner Akar Seher Akbas Recep Akdur Cahide Aydin Gulsen Aytar Suat Ayyıldız Sevgi Baskan Tugba Belgemen Ozdecan Bezirci Ufuk Beyazova Fatma Yucel Beyaztas Bora Buken Erhan Buken Aysu D. Camurdan Demet Can Sevgi Canbaz Gurol Cantürk Meltem Ceyhan Abdulhakim Coskun Kadriye Yurdakok 《Child abuse & neglect》2009,33(4):247-255
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There have been multiple trends of building democratic citizens through formal education, and in the European context the trials have been dramatically increased with the Europeanization process since the 1980s. In line with this trend, an in-depth qualitative case study was carried out in a private primary school in Turkey to shed light on the role of school-based extra-curricular activities as a contemporary trend in building active citizenship values and competencies in students. Qualitative data were collected through multiple data collection tools as observation field notes, interviews, and document analysis to achieve triangulation and trustworthiness. Much of the findings were compatible with EURYDICE Report (2005) on citizenship education, and yielded six themes, called the six blossoms of extra-curricular activities in citizenship education: namely, active citizenship perception; social accountability; intercultural awareness; awareness of democracy and human rights; thinking and research skills; and interaction and interpersonal skills. 相似文献
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Pamela LePage Hanife Akar Yeliz TemliDerya ?en Neil Hasser Ilene Ivins 《Teaching and Teacher Education》2011,27(2):366-375
In this study, the researchers examined how K-8 teachers approach morality, moral education, and the moral development of children in Turkey and in the United States. Both countries have diverse cultures and long histories with secular education systems. Surveys were sent to teachers in nine cities in both countries. Results suggest that Turkish teachers emphasized societal values and global values, which have implications for the sustainability of the Turkish nation-state. American teachers emphasized moral action and morality in context (cultural relativity) rather than global values. Our findings emphasize the importance of inter-cultural awareness and tolerance. 相似文献
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In this paper, we propose a novel method for addressing the multi-equilibria consensus problem for a network of n agents with dynamics evolving in discrete-time. In this method, we introduce, for the first time in the literature, two concepts called primary and secondary layer subgraphs. Then, we present our main results on directed graphs such that multiple consensus equilibria states are achieved, thereby extending the existing single-state consensus convergence results in the literature. Furthermore, we propose an algorithm to determine the number of equilibria for any given directed graph automatically by a computer program. We also analyze the convergence properties of multi-equilibria consensus in directed networks with time-delays under the assumption that all delays are bounded. We show that introducing communication time-delays does not affect the number of equilibria of the given network. Finally, we verify our theoretical results via numerical examples. 相似文献
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Bassel Akar 《Teaching and Teacher Education》2012,28(3):470-480
National and Civic Education is a program of study compulsory across all grade levels in Lebanon aimed at promoting social cohesion and active citizenship. A sample of 19 civics teachers in Lebanon across four of the six governorates participated in semi-structured interviews. The conversations delved into their conceptions of citizenship and citizenship education and their reflections of classroom teaching experiences. Their responses revealed complex inter-relations among nationalist conceptions of citizenship, pedagogies of rote learning, emotional repercussions from controversial topics and limited opportunities to think critically and engage in dialogue in the classroom. 相似文献
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