Suchergebnisse

This handbook suggests a global, transnational perspective on the history of education as a field. Apart from an introductory chapter written by the editors, the text includes 36 articles divided into six parts. Each article describes a subject in the field and ends with a bibliography for further reading. As repeatedly stressed in the book, this field has developed since the early nineteenth century with the emergence of the modern nation-state. Its scope and content expanded and underwent some transformations since the 1960s with the introduction of new perspectives, issues, and methods through interaction with the discipline of history and the broader social sciences.

McDonaldlaştırılmış insanlar, McDonaldlaştırılmış Üniversiteler, McProfesörler ve McAkademi. Belirtilen bütün kavramların başlarına yerleştirilen bir sözcük "Mc". Bu kavramın hayatımıza etkisini göz ardı etmek mümkün değil. Söz konusu kavramının ilk çıkış noktası fast-food sektörüydü ve fakat belli bir süreden sonra onu aşarak insanlığın her alanını işgal etti. Başta okul ve üniversiteler olmak üzere hizmet alanlarının hegemonik gücü haline geldi. Oluşan hegemonik gücün içerisinde hayatımızdaki bazı geleneksel kavramlar içleri tamamen boşalarak yeni kavramlara dönüştü. Aynılaşma ilkesine maruz kalan "Öğretmenler" "McÖğretmenlere", "Üniveristeler" "McÜniversitelere", "Akademi" "McAkademiye", "Profesörlerler" McProfesörlere ve "Meslekler" de "McMesleklere" dönüştü. Oluşma safhasında olan bu durumun tehlikesi insanlık için vahim bir durum teşkil etmektedir. Çünkü insanlığın tarih boyunca gelişmesini sağladığı kurum ve alanların tamamen öznel paradigmalarını kaybedip hepsinin aynı oluşum içerisine girdiğini düşünsenize? Bu soruya yanıt vermek için yola çıkan bu çalışmanın amacı, dünyada "Yükseköğretimin McDonaldlaştırılması" kavramını yerli alanyazına kazandırarak bu konuyla ilgili sonraki çalışmalara yol göstermektir.

WOS: 000461078400001 ; Citizenship education was influenced by fundamental changes that happened following the end of the Cold War in 1989. Traditional citizenship education aiming to build a monolithic national identity, disseminate an image of homogeneous society and transmit the knowledge of political system has evolved towards modern citizenship education characterised by an emphasis on human rights, democracy, the rule of law, respect for diversity and a concern to develop students' political participation skills. The transition to modern citizenship education in Turkey started with the pushing of international educational projects and is still underway. Drawing on critical discourse analysis, this study explores what kind of citizenship education the 2018 Social Studies Courses Programme of Study envisages. The study found that the new programme intensely reflects the characteristics of traditional citizenship education. Taking into account this study's findings might lead to more effective implementation of the programme and increase the success of future curriculum reforms.

The aim of the research is to bibliometrically analyze 1419 publications published in the field of information literacy in the field of education between 1989 and 2022 and indexed in the Web of Science (WoS) database. The data of the research was reached on 01.02.2022 and 7,210 scientific publications were found as a result of the search. According to the scope of the research, a limitation was made in the category of "educational / educational research". As a result of these processes, bibliometric data of 1419 studies were accessed and the data were recorded. Percentage and frequency values of the obtained data were calculated and presented in tables and graphics. At the same time, the data of the studies were visualized by making bibliometric network maps using the VOSviewer package program. According to the results of the research, the highest number of publications in the education category related to information literacy in WoS were made in the articles, papers and book chapters, respectively, in 2018, the most common publication language was English, then Spanish, and the most academic publications were USA. It was later found that it was made in China. Purdue University and the Purdue University System are top-publishing authors affiliated. In Turkey, Hacettepe University is the institution where the authors who publish the most on information literacy work. After 2007, the citations increased every year compared to the previous year, and the most citations were made in 2021. In the educational research category, "information literacy, media literacy, teaching strategies, digital" are the most frequently used keywords in studies on information literacy. The study was conducted in the WoS database, and it can be recommended to compare the bibliometric analyzes in the Scopus, EBSCO and PROQUEST databases to researchers who can work on information literacy. stract:

Forestry higher education has been offered since 1857. This study investigates the alterations made in the tertiary forestry institution names in Turkey under three periods: (1) between the years 1857 and 1934, (2) between the years 1945 and 1948, and (3) between the years 2006 and 2018. The Faculty of Forestry was under the Ministry of Mining during the first period, which later became a unit under the Ministry of Agriculture. In 1934, during the Republican period, it became a subdivision of Ankara Yuksek Ziraat Enstitusu (Ankara Institute of Advanced Agriculture, YZE). All those changes in this period improved the reputation of the institution and the occupation. In the second period, tertiary-level forestry education was separated from YZE and incorporated into Istanbul University. The faculty members and the councils of the Faculty of Forestry were directly involved in the decision-making processes required by this change. However, the third period is marked by regulations that were made without involving any forestry education institutions and professionals. Due to the lack of a clear higher education policy, the names of institutions have not been preserved and the formation of an academic tradition in the forestry institutions has been delayed.

Bu çalışmanın amacı literatür taraması yöntemini kullanarak gelişme kuramları arasındaki farklılıkları ortaya koymak ve Yeni Kurumsal İktisat çerçevesinde konuya son dönemde yapılan katkıları irdelemektedir. Gelişme kavramının kazandığı anlam kuramsal gelişmelere ve dönemin hâkim iktisat ekolüne göre değişim göstermektedir. Klasik iktisadın gelişme kavramını büyüme ile eşdeğer görmesi uzun dönem literatüre hâkim bakış açısı olmuştur. Fakat bu kuramlara dayalı politikaların gelişmekte olan ülkelerde uygulanmaya konması ile yaşanan ekonomik darboğazlar, bu kuramlarla elde edile neticelerin gelişme sorunlarını çözümleyemeyeceğini göstermiş; yeni arayışları da beraberinde getirmiştir. İktisadi gelişme konusunda yapılan ve ortodoks iktisat anlayışının hâkim olduğu analizler, gelişmenin yakın nedenlerine odaklanan kuramlar ile açıklanmaya çalışılmıştır. Gelişmenin yakın nedenleri yatırımlar yolu ile girdi miktarında ortaya çıkan teknolojik gelişimle sağlanan verimlilik artışlarına odaklanmaktadır. Heterodoks düşünce okulları ise gelişmenin nihai nedenleri toplumsal ve siyasal ortama yani kurumsal olgulara odaklanmaktadır. Ülkeler arasındaki gelişmişlik farklılıklarının nihai nedenlerini üzerine yakın dönemde birçok yaklaşım geliştirilmiştir. Bu yaklaşımlarda Yeni Kurumsal İktisat okulunun yazınları oldukça önemli bir yere sahiptir. Yeni kurumsal iktisat okulunun tekil bir gelişme teorisi olmamakla birlikte gelişme konusunda ortodoks iktisat ile heterodoks görüşler arasında üçüncü bir yol olarak tanımlanması mümkündür. ; The aim of this study is to clarify the differences between development theories by using the literature review method and to explain the recent contributions of New Institutional Economics. The meaning of development concept has changed according to theoretical developments and the dominant economic school of thought. Classical economics had the dominant perspective of the long term literature. However, the fact that economic crisis emerged with policies grounded of these theories could not solve the development problems and brought back with new way of searching. The development analysis dominated by the orthodox economy have been tried to explain immediate causes of development. Immediate causes of development focus on the productivity gains achieved by technological and productivity improvements coming from investments. On the other hand, heterodox schools of thought focuses the final causes of development dealing with the social and political environment related with institutional facts. Many new approaches focused on the final causes of development differences between countries recently. The literature of the New Institutional Economics School has an important place in these approaches. Although the New Institutional economic school is not a unique development theory, it is possible to define it is as a third way between Orthodox economics and heterodox views.