In this study, the primary aim is to research the efficiency of teaching idioms to the 1st grade students of French Language Teaching via context and dialogue writing activities in small groups. Another aim is to form a general framework by researching the place of idioms, types of activities and how often they was used in the course boooks Alter Ego. This study is both quantitative and qualitative. The study conducted in the 2015-2016 spring term, during the French Reading- II course and on one group from the 1st grade (32 students) of the Programme in French Language Teaching. The pre-test/post-test model with one group used in the research. With the students forming the experiment group, the most commonly used French idioms will be taught by using context and dialogue writing activities with small groups during the Reading courses for 6 weeks. Before the research, the group was received a French Idiom Test consisting of 30 questions, prepared by the research- er. The students' answers to this test constitute the quantitative data of this study and their analysis conducted via SPSS.
The foundation of writing skill, which has an important place in the academic and social lives of individuals, is laid in primary school. Examining the studies on the writing skills of primary school students provides information about the writing skill levels of the students, and also contributes to the examination of new methods and techniques in writing teaching. For this reason, in this study, it is aimed to examine the articles prepared on the writing skills of primary school students (1-4. grades) between the years 2012-2020 through thematic content analysis. In the research, 64 articles on the writing skills of primary school published between the years 2012-2020 were reached with the criterion sampling method. The articles were accessed from the ULAKBİM TR index and SSCI journals scanned in Turkey. Articles have been examined in accordance with 8 parameters including publication years, aims, methods, sample levels, data collection tools, data analysis methods, results and suggestions. The data obtained regarding the categories and sub-categories reached as a result of the analysis are presented in the tables together with the codes and frequency values given to the articles. As a result of the research; It has been determined that the articles examined were mostly published in 2018 and 2020, that were mostly studied with primary school fourth grade students and that research methods were used more frequently. In the articles examined, it was determined that suggestions were made for researchers, to the ministry of national education, families, schools, practices and universities.
As a result of the long-term restrictions due to the Covid 19 epidemic, face-to-face education has been switched to distance education. In distance education, some differences have been made in the course contents, teaching materials, and measurement and evaluation processes, and the process has been tried to be appropriately managed. However, it was found that most of these studies did not include students with special education needs, such as the deaf and hard of hearing. This research aims to examine teachers' opinions about teaching mathematics to deaf and hard-of-hearing students in the distance education period. The study was designed according to the case study, one of the qualitative research methods. The study group consisted of 17 teachers working in Turkey and Romania. Data were collected through semi-structured interview forms from teachers selected by the criterion sampling method and were subjected to content analysis. In the data obtained from the analysis, distance education tools are seen as a necessity of the age rather than a necessity. Nonetheless, some infrastructure deficiencies, digital materials increase motivation, and distance measurement and evaluation applications cause stress in students. In light of the findings, it is recommended to plan the Mathematics lessons according to the disability groups of the students and prepare the course materials with sign language and subtitles in a way that is suitable for the hearing impaired.
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:
It is known that foreign language teaching has become an increasingly important element with the globalizing world. While some countries have reached a higher level in foreign language teaching, some cannot reach the level of success they want. Understanding the foreign language teaching quality of countries is possible by knowing how they shape their education systems. In this study, the secondary school foreign language education systems of Germany and Turkey were examined comparatively. In doing so, education policy, foreign languages taught, curriculum, weekly foreign language course hours, teaching methods and teaching materials were discussed. In this study, the secondary school foreign language education systems of Germany and Turkey were examined comparatively. While doing this, education policy, foreign languages taught, curriculum, weekly foreign language course hours, teaching methods and teaching materials were discussed. The aim is to reveal differences and similarities by comparing education systems and to determine which factors make these schools successful in foreign language education. The aim is to reveal differences and similarities by comparing education systems and to determine which factors make these schools successful in foreign language education. Document analysis method, one of the qualitative research methods, was used in the study. Literature review, documentation and text analysis were used to collect data. According to the findings of the study, both Germany and Turkey have adopted the Common European Framework of Reference for Languages, English as the first foreign language has an important place in the curriculum and the lessons consist of current issues about life. When it comes to differences, it was determined that the curriculum in Germany changed from state to state, more time was allocated to foreign language course hours than in Turkey, and it is richer than the curriculum in Turkey in terms of teaching materials. In addition, with both countries emphasis on communicative approach and communicative skills, it has been determined that the grammar translation method is still applied in schools in Turkey, while Germany has made more progress in foreign language teaching by adopting an action-oriented approach and communicative skills.
Kamu politikası çözümlemesi, hükümetin ne yaptığı, neden yaptığı, ilgili politika sonucunda ne çeşit çıktıların elde edildiğine dair soruların irdelendiği bir süreçtir. Alan yazınında kamu politikası çözümleme modellerine ilişkin çeşitli modeller yer alsa da, süreç modeli akademik çalışmalarda en yaygın kullanılan modellerden birisidir. Resmi, sivil ve uluslararası aktörlerin rol oynadığı ve karmaşık bir yapıya sahip olan kamu politikası süreci, süreç modeli çerçevesinde aşamalara bölünerek çözümlenebilir. Süreç modeline dayalı son dönem çözümlemelerde; gündeme geliş, formüle ediliş, kanunlaştırma, uygulama ve değerlendirme gibi aşamaları içeren bir döngü kullanılmaktadır. 1929 yılında yürürlüğe giren Cumhuriyet tarihinin en köklü kanunlarından biri olan 1416 sayılı "Ecnebi Memleketlere Gönderilecek Talebe Hakkında Kanun" ile binlerce öğrenci yurtdışında burslu öğrenim görmüştür. Öğrenimlerini başarıyla tamamlayan bursiyerler, çeşitli alanlarda ve disiplinlerde Türkiye'nin ilkleri arasında yer almayı başarmıştır. Buna ilaveten, Türkiye'deki üniversitelerin öğretim üyesi ihtiyacının karşılanabilmesi için araştırma görevlileri, 1981'de kanunlaşan 2547 sayılı Yükseköğretim Kanunu çerçevesinde, 1986'da yapılan değişiklikle, lisansüstü öğrenim görmeleri amacıyla yurtdışına gönderilmiştir. 2000'li yıllarla birlikte özellikle uluslararası aktörlerinde etkisiyle başlayan reform süreci Türkiye'nin yükseköğretim eğitim alanında etkisini göstermiştir. Bu bağlamda, onyıllar içersinde etkinliğini ve verimliliğini kaybeden Türkiye'nin yurtdışı lisansüstü burs politikasının yeniden ivme kazanabilmesi için 2006 yılında "5 Yılda 5 Bin Öğrenci Projesi" uygulamaya konulmuş ve yıllar içerisinde işlevsel düzenlemeler hayata geçirilmiştir. Bu çalışmada, Türkiye'nin yurtdışı lisansüstü burs politikası süreç modeli başta olmak üzere çeşitli kamu politikası çözümleme model ve çerçeveleri kullanılarak çözümlenmektedir. Buna ek olarak, "5 Yılda 5 Bin Öğrenci Projesi" kapsamında yurtdışına gönderilen 558 eski ve mevcut bursiyere anket uygulanmıştır. Bu araştırma için oluşturulan hipotezler Bağımsız Örneklemler için t-Test ve Varyans Analizi (ANOVA) ile analiz edilmiştir. Eski ve mevcut bursiyerlerin yurtdışı lisansüstü burs politikası uygulamalarına ilişkin tutumları ölçülmüş ve karşılaştırmalı değerlendirmeler yapılmıştır. ; Public policy analysis is a process in which questions such as what the government has done, why it has done it, and what kind of outputs have gathered as a result of the relevant policy are scrutinized. Although there are various models in the literature on public policy analysis, the stages (heuristics) model is one of the most commonly used models in academic studies. Public policy process in which official, unofficial and international actors play role and has a complex structure can be analysed by dividing into stages within the framework of stages model. In the analyses conducted based on stages model, a cycle is used which comprises of the stages such as agenda setting, formulation, legitimation, implementation, and evaluation. Thousands of students studied in abroad through government scholarships with the Law No. 1416 referred to as "Students to be Sent to Foreign Countries" enacted in 1929, considered one of the most rooted laws of the history of Republic. The students who successfully completed their education have managed to be pioneers in variety of fields and disciplines in Turkey. In addition to this, research assistants were sent to abroad in order to meet the needs of the teaching staff in Turkish universities within the scope of the Higher Education Law No. 2547 enacted in 1981 re-arranged in 1986 for this specific purpose. The reform process that started especially with the effect of international actors in 2000's has been influential in the field of Turkish higher education. In this regard, in order to ensure that abroad graduate scholarship policy of Turkey which has lost its efficiency along the decades, gained its former pace once again, "5 Thousand Students in 5 Years" project was introduced in 2006 and functional regulations were put in practice. In this study, abroad graduate scholarship policy of Turkey is analysed by applying public policy analysis models and frameworks and especially by the stages model. Furthermore, a survey study was conducted on totally 558 former and present students sent abroad within the context of "5 Thousand Students in 5 Years" project. The hypotheses generated for this study were analysed by Independent Sample t-Test and Analysis of Variance (ANOVA). Attitudes of former and present scholarship students towards abroad graduate scholarship policy were measured and comparative evaluations were made.
This study; In line with the opinions of Turkish teachers working in Kazakhstan in the 2021-2022 academic year, in which conditions, where and how the Turkish cultural transmission with the teaching of Turkish in Kazakhstan takes place, the lesson environments and opportunities of the instructors, expectations, problems and needs of Turkish It aims to examine the students' perspectives on Turkish and Turkish culture. The study was designed with phenomenology, one of the qualitative research methods. In the study, the data obtained by using focus group discussion and document review, which are qualitative data collection methods, were interpreted with content analysis, one of the qualitative data analysis types. The study group consists of twelve people. Six of the participants are male and six are female. These people work as Turkish language and culture instructors in various institutions and organisations in Kazakhstan, have experienced the educational environments in the region and worked in Kazakhstan for at least 3 years, and are graduates of the Turkish Language and Literature or Turkish Teaching Department. For the validity and reliability of the data coded and themed after the data collection process, the expert opinion of three academicians experienced in teaching Turkish as a foreign language was taken, and the reports were compared in order to achieve consensus. At the end of the research process, data were obtained about the current state of the educational environment and tools in Turkish teaching in Kazakhstan, physical and administrative problems, the approach of the manager and learner, the assessment and evaluation processes, and the course of Turkish language and culture teaching.
In parallel with the rapid advancement of technology, the increasing use of smartphones causes some problems. "Nomophobia", which refers to the state of being away from the cell phone or having connection problems, is one of these problems. The aim of this study is to examine whether the level of nomophobia of academicians teaching at a university located in the west of Türkiye differs significantly in terms of age, gender, academic title and marital status variables. The sample of the study consisted of 205 academicians working at the university who voluntarily participated in the study. In the data collection process of the study, a questionnaire was used to determine the level of nomophobia. Data analysis of the study was carried out using independent sample t-test and analysis of variance test. The results of the analysis revealed that there was no statistically significant difference between the participants' general nomophobia levels and nomophobia dimensions in terms of gender, marital status and academic title variables, while there was a significant difference between the categories of age variable. Considering the findings of the study, it can be said that it is very important to understand how nomophobia questionnaire scores differ according to demographic characteristics in order to increase the efficiency and effectiveness of academicians and to develop new strategies in this direction.
