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The aim of this study was to determine pre-service elementary school teachers' capabilities of deciding the viewpoint and perspective in geometrical drawing. The study examined geometrical drawings the participants did on isometric paper. This is a case study, a qualitative study method, and the study data were analyzed using written documents. The study sample included 34 senior students in the Education Faculty's Elementary School Teaching Program at a Turkish public university. They were selected from approximately 205 pre-service teachers. The students participated in the study on a voluntary basis. The study results revealed that the pre-service teachers generally had weak skills in geometrical drawing. The participants had better skills in building structures which they saw from the air using unit blocks, and forming a structure of which they had the direct views (left and right; front and back) using unit blocks. However, the participants had weaker skills in drawing the direct views of the structures they had built, recognizing the connections between the left-right views and front-back views of the structures and drawing the structures they built on isometric paper in perspective. [ABSTRACT FROM AUTHOR]

Purpose: There is a significant educational migration in Turkey, and if life satisfaction is not improved, it is expected that this migration may increase. The aim of this study was to determine the impact effective socio-economic and educational variables in migration using life satisfaction survey data of Turkish Statistical Institute, and to calculate the numerical coefficient values of these variables to be used by policy makers for investments. Research Methods: Two types of econometric models were used to determine the effective variables in migration. Outlier observations were detected, and their negative effects were corrected with the help of robust regression methods. This paper provides evidence of how outliers changed the statistics and test results. In addition, multicollinearity corrected estimates were calculated. Findings: The most significant variables in migration were the gross domestic product per capita and education variable. Using life satisfaction index values, educational and related migrations can be reduced. This paper also provides evidence of how outliers in data changed the statistically significant variables, estimates, normality and heteroscedasticity in the test results. Implications for Research and Practice: Migration can be reduced by increasing life satisfaction and lowering dissatisfaction in essential and non-essential municipality service variables. Using the methods in this paper and using future indices that are going to be published it is possible to take countermeasures for migration using models with higher explanatory power. [The issue number (90) shown on the PDF is incorrect. This correct issue number is 91.]

Vulnerability to natural disasters is increasing globally 1-3 . In parallel, the responsibility for natural hazard preparedness has shifted to communities and individuals 4 . It is therefore crucial that households increase their preparedness, yet adoption of household preparedness measures continues to be low, even in high-risk regions 5-8 . In addition, few hazard-preparedness interventions have been evaluated longitudinally using observational measures. Therefore, we conducted a controlled intervention with a 12-month follow-up on adults in communities in the United States and Turkey that focused on improving household earthquake and fire preparedness. We show that this Fix-it intervention, involving evidence-based, face-to-face workshops, increased multihazard preparedness in both cultures longitudinally. Compared to baseline, the primary outcome-overall preparedness-increased significantly in the intervention groups, with more improvement in earthquake preparedness in the Turkish participants and more improvements in fire preparedness in the US participants. High baseline outcome expectancy and home ownership predicted overall preparedness change in both intervention groups longitudinally, implying that a sense of agency influences preparedness. An unintended consequence of observation is that it may increase preparedness, as even the control groups changed their behaviour. Therefore, observation of home preparatory behaviours by an external source may be a way to extend multihazard preparedness across a population.

This study aims to examine the main idea questions included in Turkish course exams. The study was carried out with a non-intervention research model. The research analyses were carried out on 178 questions which were determined to be the main idea questions among 1,432 questions in 238 exam papers from 138 schools. It was observed that there were no main idea questions in approximately half of the exam papers examined in the study. The main idea questions in the exam papers were asked with 10 different question stems. More than half of the main idea questions examined were open-ended. An expository text type was used in the majority of the main idea questions. Examination of the main idea questions revealed that in most of them, the main idea was explicitly included in the text. Moreover, it was seen that in the texts used for main idea questions, the main idea was mostly included at the end of the text. This situation casts doubt on the extent to which the exams applied in schools are adequate in terms of preparing students for international exams. For this reason, curriculum development studies should be included that will serve to make teachers more competent in increasing the quality and quantity of main idea questions in Turkish exams and to improve students' ability to find the main idea, scaffolding models should be designed and made familiar to teachers and students. [ABSTRACT FROM AUTHOR]

Even though Turkey's ruling party's (Justice and Development Party, the AKP) nation-building and desired citizen creation policies have been studied, its use of necropolitical narratives and propaganda in education has not been investigated. This paper addresses this gap by examining how the Turkish state ruled by the AKP has propagated its religious necropolitical narrative through the national curriculum and Directorate of Religious Affairs (Diyanet) in school textbooks, and magazines and comic books for children. The paper shows that these texts and comics try to indoctrinate children into a religious cult of martyrdom in different ways by encouraging them to view tragic death and getting killed for the nation as a positive event. This paper argues that these propaganda efforts are part of a religious necropolitical indoctrination campaign that seeks to create a new Islamist and jihadist generation of lifelong supporters of the AKP, which portrays itself in the educational texts as the embodiment of Islam, the Muslim Turkish nation and even the global Muslim community (ummah). This new religious generation is expected to believe that dying for the Islamist populist authoritarian regime is the greatest honour a person can bring upon themselves. This paper contributes to the necropolitics literature by showing that not only adults but also children have been targeted by authoritarian rulers' necropolitical propaganda attempts to create desired citizens who are ready to die for the regime, believing this is a religious obligation. Further research is needed to assess if and to what extent this propaganda has an impact on children. [ABSTRACT FROM AUTHOR]

Aim: The anxiety of nursing students about the administration of intramuscular injection reduced nursing skill performance. The research was conducted in order to evaluate the effect of touching among the students who performed the administration of intramuscular injection on a model for the first time upon the level of anxiety and success. Design: Single blind experimental study. Methods: The study was conducted with the first year nursing students (n=49). The students whose school numbers were even number were assigned to the intervention group (n=24) whereas the students whose school numbers were odd numbers were assigned to the control group (n=25). The shoulders of the students in the intervention group who administered injection were touched for averagely 3-5 minutes while the students in the control group were not done anything. The data of the research were collected using a personal information form, guide for intramuscular injection administration skills and state-trait anxiety inventory. The necessary official permissions for the research and informed consents of the students were obtained. The data were evaluated using Wilcoxon, Kruskal-Wallis and Man-Whitney U test. Results: The level of anxiety of the students who were touched was significantly lower than that of control group. The level of stress had a dealing tendency and the nursing skill performance level was significantly higher than that of control group. Conclusions: Touching suggested as an effective nursing intervention did reduce the anxiety and promoted nursing skill performance of nursing students. Touching may be used by the academic personnel so that nursing students can get psycho-motor skills during the intramuscular injection administration. [ABSTRACT FROM AUTHOR]

Aim: This study aimed to investigate the effectiveness of prenatal breast‐feeding education provided to pregnant women who experience fear of breast‐feeding in the COVID‐19 pandemic period. Methods: A prospective randomized controlled trial study was conducted with 128 pregnant women (64 in the experimental group and 64 in the control group) between November 2021 and February 2022. The data were collected via the Numeric Pain Rating Scale, the Breastfeeding Motivation Scale and the Iowa Infant Feeding Attitude Scale to assess fear, motivation and attitudes regarding breast‐feeding. The pregnant women in the experimental group were provided with and education programme on 'safe breastfeeding in the COVID‐19 pandemic'. The breast‐feeding education included in standard care was given to the control group after pre‐test data collection was completed. Results: The significant differences in the mean Numeric Pain Rating Scale, Breastfeeding Motivation Scale and Iowa Infant Feeding Attitude Scale scores of the groups were in favour of the experimental group (P < 0.05). It was determined that in the first postnatal month, in the experimental group, the numbers of women who believed that their breast‐feeding was not affected by COVID‐19 and the numbers of infants solely breastmilk‐fed were higher compared to the control group (P < 0.05). Conclusion: Prenatal breast‐feeding education about safe breast‐feeding in the COVID‐19 pandemic period can reduce fears of breast‐feeding and increase motivation and approving attitudes regarding breast‐feeding. Summary statement: What is already known about this topic? The COVID‐19 pandemic dramatically reduced access for new mothers to their immediate family, health‐care providers and support systems, which are social support providers.The COVID‐19 pandemic also caused mothers to experience intense fear, anxiety and uncertainty about whether to continue breast‐feeding.Although published guidelines emphasize that the advantages of breast‐feeding outweigh the risk of transmission, fears of transmission of COVID‐19 have caused mothers to avoid breast‐feeding. What this paper adds? During the COVID‐19 pandemic period, the breast‐feeding motivation of expectant mothers who received midwife support for breast‐feeding increased, and their fear of breast‐feeding decreased. The implications of this paper: To ensure well‐being in postpartum mothers, a special breast‐feeding education plan should be developed for the conditions during the pregnancy and postpartum periods.In the COVID‐19 pandemic period, breast‐feeding education can be beneficial for this vulnerable group. [ABSTRACT FROM AUTHOR]

Over the past two decades, there have been significant efforts to investigate knowledge production in the field of educational leadership and management (EDLM) in non-Western contexts. Consistent with this effort, the present paper aims to identify the contribution of Turkish scholars to the international EDLM literature. More specifically, the review examined the volume, journals, authors, types of papers, most frequently used keywords, citation impact, and co-citation networks of papers associated with Turkish EDLM scholars. Bibliometric methods were employed to examine 313 papers published by Turkish scholars in internationally recognised journals. The results show that while Turkish EDLM scholars have predominantly published in Turkey-based journals, there has also been a substantial increase in the number of papers published in international journals in recent years. This literature is largely empirical with topical foci concentrated on issues surrounding school leadership and organisational behaviour. Author co-citation analysis identified three main Schools of Thought in the Turkish literature: Leadership for Learning, Leading Teachers, Administrative Behavior and Effects in Turkey. Several recommendations are made in order to further develop EDLM field in both Turkey and other emerging countries. [ABSTRACT FROM AUTHOR]

The resurgence of religion worldwide proved that secularization is not a de facto reality of modernity and the initial chaos that came along with the birth of postmodernity evolved into uniquely developing combinations that recognized cosmopolitan, multicultural, and hybrid (i.e., fluid and hyphenated) identities. Universal values became more instrumental than ever to connect members of hyper diverse societies while ethnocentric, nativist and exclusivist patriotism expired (and only recently starting to attract far right and white supremacist groups alone). Most Islamic revivalist movements emerging from this context have had minimal interactions with non-Muslims and influence on mainstream societies. Being in search of a solution to respond to the overwhelming effects of the West on Muslim societies, these revivalist movements could not change (and maybe contributed to) the binary positioning of Islam and the West. On the contrary, the Hizmet movement, inspired by Muhammed Fethullah Gülen and his predecessor Bediuzzaman Said Nursi, appeared in the global arena as an Islamic revivalist movement whose discourse resonated with the commonly shared universal values of every culture, ethnicity, and religion. The Hizmet movement did not position itself as an antithesis to Westernization, secularism, and modernity; the movement adopted a universalist and all-inclusive attitude, which re-introduced to the world that Islam is universal religion with the capacity to accommodate people of diversity and meet the needs of every age. This paper explores the Hizmet movement's historical, theological, and social roots as a transnational Islamic revivalist movement. It analyzes the movement's outreach across multicultural societies and its capability to adapt to a changing world through its educational and interfaith and intercultural activities across the globe. While unpacking thirty years of the Hizmet movement's activities and the contribution to the literature, the paper also addresses some of the criticisms that have emerged regarding the movement and its activities, particularly in the wake of the 2016 failed coup attempt in Turkey. It should be noted that much criticism toward the movement emerged in recent years, and the movement did not face much backlash in its early years of development. With this in mind, this paper explores the development of the Hizmet movement and how much of its initiatives rapidly left a positive mark on diverse societies around the world. The paper is thus structured chronologically, tracing the birth, growth, stagnation, and transition (or according to some collapse) of the movement. The paper, by extension, too, positions the Hizmet movement within the phenomenon of contemporary Islamic revivalism as this movement is born out of similar conditions as are other Islamic revivalist movements but taking a slightly different direction, which is that it challenges the prevailing binary 'us and them' discourses produced mostly in ethno-centric political discourses. [ABSTRACT FROM AUTHOR]

The founders of the secular Turkish Republic, the Kemalists used secular nationalist education to build a secular Turkish nation and to create their own version of modern pro-Western secular Turkish citizens. This paper argues that Turkey's current ruling party, the AKP (Justice and Development Party) has been using the same system of education to create its own desired citizens with Islamist Populist ideals. This has been done without changing the secular principles of the constitution and laws on national education since there are several constraints that would prevent AKP to have open and declared pro-Sharia changes to the law. Thus, unlike many other Islamists in the other parts of the world, the paper shows that the AKP has chosen to undermine the secularity of the system, constitution, and law in an ad hoc, gradual and undeclared fashion. The paper concludes by noting that no matter the change in political actors and their ideologies, education is monopolized by the state for political purposes. [ABSTRACT FROM AUTHOR]

The relationship between public expenditure and economic growth is one of the central topics in economics literature, and an extensive body of knowledge has accumulated around it. The current consensus is that infrastructure, education and health are the types of public services that are likely to contribute to economic growth. Still, the question of how public resources should be allocated among them remains unanswered. This paper, benefiting from an endogenous growth model that is useful in the identification of the optimal allocation of public resources, analyses the growth effect of the composition of public investment in Turkey using a dataset for the years between 1975 and 2001. Results indicate that, between these years, the government overinvested in transportation and communication services and underinvested in energy infrastructure, education, health, and city infrastructure and security services. There is further evidence that public policy led to an underinvestment in energy infrastructure in these years. The scope of the analysis is confined by the limitations of the economic model. Additionally, the robustness of the results depends on the assumption that public policy is exogenous in the model. [ABSTRACT FROM AUTHOR]

Copyright of Bartin University Journal of Faculty of Education is the property of Bartin University Journal of Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of E-International Journal of Educational Research is the property of E-International Journal of Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper explores the causal relationship between female education and teenage fertility by exploiting a change in the compulsory schooling law (CSL) in Turkey. Using variation in the exposure to the CSL across cohorts and variation across provinces by the intensity of additional classrooms constructed in the birth provinces as an instrumental variable, the results indicate that primary school completion reduces teenage fertility by 0.37 births and the incidence of teenage childbearing by around 28 percentage points. Exploring heterogeneous effects indicates that female education reduces teenage fertility more in provinces with lower population density and higher agricultural activity. This paper also disentangles intensive- and extensive-margin effects and explores various channels, such as postponing marriage and contraceptive use, linking education and fertility. Finally, this paper demonstrates that there are additional social benefits of education in terms of child health. [ABSTRACT FROM AUTHOR]

This paper estimates private and social returns to investment in education in Turkey, using the 2017 Household Labour Force Survey (latest available at the time of writing) and alternative methodologies. The analysis uses the 1997 education reform of increasing compulsory education by three years as an instrument. This results in a private rate of return on the order of 16% for higher education and a social return of 10%. Using the number of children younger than age 15 in the household as an exclusion restriction, sample selection correction is applied, and it shows that the returns to education for females are higher than those for males. Contrary to many findings in other countries, private returns to those working in the public sector are higher than those in the private sector, and private returns to those who followed the vocational track in secondary education are higher than those in the general academic track. The paper discusses the policy implications of the findings. [ABSTRACT FROM AUTHOR]

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Alternative Politics / Alternatif Politika is the property of Alternatif Politika and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper investigates the impact of increased education, due to an exogenous education reform, on time spent in religious activities by utilizing the Turkish Time Use Survey data. The education reform significantly rises individuals' years of schooling. We also document that for women, increased education has a negative causal impact on the allocation of time to religious activities. However, there are no significant effects of education on men's time spent in religious activities. As a result, we suggest that education plays an important role in altering individuals' religious behaviour through its effects on preferences. [ABSTRACT FROM AUTHOR]

Copyright of Türük: International Language Literature & Folklore Researches Journal / Uluslararası Dil Edebiyat Halkbilimi Araştırmaları Dergisi is the property of Abant Izzet Baysal University, Faculty of Arts & Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study is to examine the published academic studies on digital citizenship in education from a bibliometric perspective. The study used the case study design, which is a qualitative research design. The keyword "Digital Citizenship" was searched in research topics in the Web of Science (WoS) database. "Document title", "abstract", and "keyword" were chosen as search criteria. Studies published between 2007 and 2021 were included in the analysis. The bibliometric data of 188 academic studies contained in WoS educational researchs category constitute the data set of the study. The study found that academic studies on digital citizenship in education increased especially as of 2014 and this trend continued in the following years. The most frequent languages of publication in the field of digital citizenship in education are English and Spanish, respectively, and the most frequent types of academic research are articles, papers, and book chapters. University of North Carolina, University of Almeira and University of North Carolina Charlotte are the affiliations with the highest number of publishing researchers. The USA, Spain and Turkey are the three countries where studies on digital citizenship in education are published the most, respectively. The number of citations of academic studies published after 2012 is increasing every passing year. The most frequently used keywords in academic studies on digital citizenship in education digital citizenship, digital literacy, citizenship, digital competencies and technology". In this context, researchers who will conduct studies can direct their studies by considering these concepts and issues. Bu araþtýrmanýn amacý, eðitimde dijital vatandaþlýk ile ilgili yayýmlanan akademik çalýþmalarý bibliyometrik açýdan incelemektir. Araþtýrmada nitel araþtýrma desenlerinden durum çalýþmasý kullanýlmýþtýr. Çalýþma sürecinde WoS veri tabanlarýnda "dijital vatandaþlýk" anahtar kelimesi kullanýlarak araþtýrma temalarýnda arama yapýlmýþtýr. Arama kriteri olarak "doküman baþlýðý, özet, anahtar kelime" seçilmiþtir. Araþtýrmaya 2007-2021 yýllarý arasýnda yayýmlanan yayýnlar dâhil edilmiþtir. WoS 'ta eðitim araþtýrmalarý kategorisinde yer alan 188 akademik çalýþmaya ait bibliyometrik veri, çalýþmanýn veri setini oluþturmaktadýr. Araþtýrmada ulaþýlan sonuçlara göre eðitimde dijital vatandaþlýk ile ilgili yayýmlanan akademik çalýþmalar, 2014 yýlý sonrasýnda ilerleyen yý llara paralel bir þekilde artmýþtýr. Eðitimde dijital vatandaþlýk konusunda en sýk yayýn yapýlan diller sýrasýyla Ýngilizce ve Ýspanyolca, en çok yapýlan akademik çalýþma ise makale, bildiri ve kitap bölümüdür. Kuzey Carolina Üniversitesi, Almeira Üniversitesi ve Kuzey Carolina Charlotte Üniversitesi en çok yayýn yapan araþtýrmacýlarýn bulunduðu kurumlardýr. ABD, Ýspanya ve Türkiye ise sýrasýyla dijital vatandaþlýk ile ilgili yayýnlarýn en çok yayýmlandýðý üç ülkedir. 2012 yýlý sonrasýnda yayýmlanan akademik yayýnlarýn atýf sayýlarýnda her geçen yýl artýþ söz konusudur. Eðitimde dijital vatandaþlýk ile ilgili yapýlan akademik yayýnlarda en çok kullanýlan anahtar kelimeler ise "dijital vatandaþlýk, dijital okuryazarlýk, vatandaþlýk, dijital yeterlilikler ve teknoloji" kavramlarýdýr. Bu baðlamda çalýþma yürütecek araþtýrmacýlar bu kavram ve konularý dikkate alarak çalýþmalarýna yön verebilirler. [ABSTRACT FROM AUTHOR]

The purpose of this research is to reveal the current status of studies on character and values education, which have been published in Turkey between 2000-2016. Within the context of this study, 272 articles that have been indexed in both The Turkish Academic Network and Information Center (ULAKBIM) and Academia Social Science Index databases and 122 dissertations which have been listed in Council of Higher Education were reviewed using content analysis by using "Article/Dissertation Classification Form" based on the following grouping criteria; i.e., publication year, author number, research design, research topic, research aim, data collection tools and data analysis program. The results indicate that the number of master's thesis are predominantly higher than the number of PhD dissertations and the researches done in the department of Elementary Education ranks first. The majority of papers were published at international peer-reviewed journals and most of them were written by either one or two authors. It is seen that studies conducted on character and values education in Turkey date back to nearly ten years, and have been increasing in number. It can be said that according to their aims; measuring perceptions, attitudes and opinions which have the highest percentage and the most frequently studied research topic is character and values education. Regarding the research methods; more than half of the research studies employed qualitative approach, whereas the most favored research design has been the document analysis. Thus, the most frequently used data collection tools are documents and regarding the sample groups studied the most common subjects are course books and literary texts. The results of the analysis, in fact, convey the message of suggestion for the researchers and academicians working in this field. [ABSTRACT FROM AUTHOR]

Turkey presents a unique picture as the host of the highest number of Syrian refugees after the outbreak of civil war in Syria in 2011. According to United Nations High Commissioner for Refugees (2018), Turkey has more than 3.5 million Syrian refugees half of whom are school-aged children. These children have limited access to their basic human right: receiving quality education. Fewer than half of approximately one million school aged (ages 5 to 18) Syrian refugee children could receive regular education services in Turkey (Directorate General of Immigration Affairs, 2016). Turkey welcomed a large number of Syrian refugees without taking necessary steps in its education system. Embracing cultural diversity via multiculturalism, and multilingual education, one needs to direct the attention of the audience to the long-term struggle of refugee children in Turkish education system and draw a conceptual framework for quality education and excellence in teacher education. The present paper is an attempt to highlight the role of multicultural education; more specifically through the lens of multicultural literacy practices. Highlighting the contributions of various genres of different ethnic and racial backgrounds such as songs, poetry, fiction, (auto)biographies, multicultural literacy could increase cultural awareness and understanding of pupils, teachers, administrators and the communities, and could help establish enriching learning experiences for Turkish and Syrian children. Multicultural literature provides a meaningful platform affirming differences and showing cultural connections, revealing social issues, necessitating action against injustice, and embracing diverse cultures. When implemented with care, multicultural literacy could increase academic achievement of ethnic minority and at-risk students, heighten cultural awareness and understanding of all students, and provide meaningful learning opportunities for all. The present paper aims to delve into the relationship among English as a lingua franca, Syrian refugee children education, and the theoretical underpinning of multicultural and multi-ethnic education in relation to English language instruction in Turkey. [ABSTRACT FROM AUTHOR]

Copyright of Bildung und Erziehung is the property of Vandenhoeck & Ruprecht GmbH & Co. KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

With large disparities in enrollment and completion rates, girls' education is a topic of concern in Turkey. Private funding campaigns have played an important role in combating gender inequality in education. This paper examines the impact of two major private funding campaigns on girls' schooling rates using Turkish provincial level data for 2013 and 2014. Controlling for regional and socio-demographic characteristics our findings show that "Dad, Send Me to School" and "Snowdrops" campaigns have positively influenced girls' schooling rates in primary and lower secondary education across Turkish provinces. The effect is less conclusive for upper secondary education. [ABSTRACT FROM AUTHOR]

The defects in the application of 1950s' Green Revolution brought the discussion in 1962 Silent Spring about the negative consequences regarding sustainable environment, which in turn created a new notion in 1980s that needed further work. In Turkey, environmental problems were first discussed within the framework of the 3rd Five-Year Plan (1973-1977). However, actual studies on environment and sustainable development began in the 2000s. The primary aim of this paper is to present sustainable development activities and policies in Turkey to determine the progress in this regard. Moreover, the effect and the role of education in sustainable development will be investigated. The main argument of the paper is that educational activities on environment are not designed to accommodate sustainable development. In this manner, this paper will offer new suggestions about the adaptation of environmental literacy to the education system and turning people's interest in attitudes towards the environment into behavioural patterns so as to establish sustainable development. [ABSTRACT FROM AUTHOR]

The importance of tolerance is being seen as an essential virtue in contemporary societies and in this paper Cyprus sample was chosen as regards tolerance education. The two peoples of Cyprus with different language and religion but the same culture (Turkish Cypriots and Greek Cypriots) thought that only politics could solve the deadlock after the 1974 war and the fact that the two peoples could be converged with education, especially tolerance education, was ignored. In this paper the intention is to approach tolerance education especially on the basis of education management for which reason inspectors are chosen as the study group. It was based on the execution of tolerance education with contemporary teaching approaches, especially in a technology-assisted manner. As a result, the research question was determined as "what is the status of technology-assisted tolerance education in elementary schools in Cyprus within the framework of inspector qualifications?" This is a qualitative research based on case study model. Participants of the study were chosen on a purposive-sampling and convenience-sampling basis. Thus, the sampling of the research consists of 20 educators (inspector, school manager, teacher and scholar) in Northern and Southern Cyprus in 2016-2017 spring semester. Ten of the educators were chosen from Northern Cyprus and the other 10 were chosen from Southern Cyprus. Data collection method used in this paper is "semi-structured interview" technique. Content analysis technique was used in the examination of the data collected in this research. A closer look at the research findings show that the opinions as regards usage of technology in tolerance education in elementary school are as follows: "preparation and usage of different materials in tolerance education", "usage of positive examples of technology-assisted tolerance education outside Cyprus" and "including both technology and tolerance in every step of education programs". When different opinions are taken into consideration, Greek Cypriots stated that awareness should be raised in children in environments without tolerance with technology-assisted education. Turkish Cypriots, on the other hand, emphasized that all stakeholders in education should have a technology-friend educator identity and in order to offer tolerance education their level of tolerance should be high in the first place. [ABSTRACT FROM AUTHOR]

Study Abroad (SA) has often been referred as the ideal means to learn a second language due to the unique opportunities it brings to the learners. SA provides learners access to both formal and communicative learning contexts where they can interact with the members of the target language community. Existing studies identified various contextual and cultural factors that support or hinder language learning during study abroad programmes. This paper focuses on the affordances of the homestay environment in terms of L2 learning experiences in the Turkish SA context. Qualitative analysis of semi-structured interviews conducted with the sojourner students indicated that the socio-cultural setting students were exposed to during their time in Turkey played a key role in improving their self-assessed proficiency in Turkish and their understanding of the Turkish culture. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Faculty of Veterinary Medicine, Erciyes University / Erciyes Üniversitesi Veteriner Fakültesi Dergisi is the property of Erciyes University, Faculty of Veterinary Medicine and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Erzincan University Journal of Education Faculty / Erzincan Üniversitesi Egitim Fakültesi Dergisi is the property of Erzincan University Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The main contention of this paper is that the interrelationship between ideology and policy shapes both the overall organisation of refugee education and the operational practices and procedures of staff working to provide education for refugees. Accordingly, this paper tries to answer how the education dimension of the Syrian refugee crisis is managed by the central education authorities in Turkey by assessing the political dynamics and milieu regarding the education of refugees. Building on a document analysis and interviews, this article traces educational administration of Syrian children with a focus on the political dynamics at play affecting the status quo in national education agenda in Turkey. While the impact of the refugee crisis on the greater national education agenda is revealed, the trade-offs involved in adopting certain governance strategies including decentralisation and recentralization is explored. [ABSTRACT FROM AUTHOR]

Copyright of All Azimuth: A Journal of Foreign Policy & Peace is the property of Ihsan Dogramaci Peace Foundation, Center for Foreign Policy & Peace Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this paper, we investigate labor income profiles in Turkey. In doing so, we study the role of educational attainment, gender and the public versus private sector employment on labor income profiles by using the Turkish Statistical Institute's Household Labour Force Survey micro-data from 2004 to 2018. We first report that while the average labor income profile in Turkey exhibits a moderate hump-shape over age, there exists an immense degree of heterogeneity in labor income trajectories over education, gender and the sector of employment. Second, while the public sector employment is more advantageous for low-educated Turkish employees, university graduates in Turkey's labor market face a risk versus return trade-off in their choice of the sector of employment: the private sector labor income profiles display a similar level of average income but a higher degree of cross-sectional variation compared to their public sector counterparts. Third, we report a significant gender pay gap, especially among low-educated workers, which aligns well with historically low female participation rates in Turkey. Our findings via distributional clustering analysis, ordinary least squares and pseudo-panel estimations all indicate that in attempts to infer economy-wide average labor income profiles, abstracting away from any of these listed factors could lead to misleading inferences. [ABSTRACT FROM AUTHOR]

This paper analyzes the status of incarcerated women in Turkey's prisons. Data was collected from prison records and interviews with ten former women inmates. Women's institutions are overcrowded, lack sufficient food and sanitation facilities, and are located in remote locations a substantial distance from the women's families. It was also found that there is a sexist approach that underscores the treatment of women prisoners, and women with children are struggling with the separation from their children. However, although Turkey's women's prisons are in need of revision, the institutions do offer much needed educational and work opportunities for incarcerated women. These educational and work opportunities are a bright spot for prisons in Turkey. [ABSTRACT FROM AUTHOR]

Copyright of Turkiye Klinikleri Journal of Nursing Sciences is the property of Turkiye Klinikleri and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Countries regarded as holding high levels of educational autonomy face a different set of constraints to that of countries with low levels of autonomy, these constraints being linked to the marketisation of schools. As schools become decentralised and given greater autonomy, school leaders are steered by a responsibilising framework that includes bureaucratic regulation, the discourses and practices of competitive enterprise, and external public accountability measures. This paper contrasts data gathered from school teachers and senior leaders from one high autonomy, high accountability context, England, with one low autonomy, low accountability context, Turkey. Through a process of semi-structured interviews with teachers and senior leaders, we investigated approaches to managing change. Responses revealed differences between countries with very different systems of accountability and the degree of autonomy available to staff. We also found that there were significant similarities in terms of the attitudes and pressures experienced by teachers and senior leaders that raise questions for our understandings and application of notions of teacher autonomy and accountability. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Financial Politic & Economic Reviews / Finans Politik & Ekonomik Yorumlar is the property of Journal of Financial Politic & Economic Reviews / Finans Politik & Ekomomik Yorumlar and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper compares the initial state of second language (L2) and third language (L3) acquisition for English articles to examine the influence of L2 proficiency on positive transfer from L2 to L3. We tested 36 L1 Turkish/L2 German adolescent learners of L3 English (L3 group), 41 L1 Turkish adolescent learners of L2 English (L2 group), and 10 native English speakers (L1 group) on a forced-choice elicitation task involving English articles. The overall results from both tasks showed that L3 group was significantly more accurate than L2 group in the four article contexts: [–definite; +specific] and [ + definite; –specific], [ + definite; +specific] and [–definite; –specific], which confirms morhosyntactic positive transfer from L2 German to L3 English. The further analysis of the L3 group revealed that L3 learners with high L2 German proficiency were significantly more successful than those with low L2 German proficiency in the four article contexts. This confirms that L2 proficiency is a determining factor in the positive morhosyntactic transfer from L2 to L3. The results from error analyses revealed that the L2 group committed more substitution errors than omission errors suggesting fluctuation between definiteness and specificity settings of universal semantics rather than negative transfer from L1. [ABSTRACT FROM AUTHOR]

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Copyright of Sakarya University Journal of Education is the property of Sakarya University, Institute of Education Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper reports a mixed methods study which aimed to improve Turkish pre-service English language teachers’ competences and qualifications during their teaching practice experience (the practicum). The analysis of qualitative and quantitative data was framed by a sociocultural perspective focused around individual, cultural, and social factors in pre-service teacher (PST) education. Findings indicate that PSTs improved their competences with regard to their professional knowledge and understanding of the cultural, socioeconomic, and educational factors at a national level; practices particularly in teaching English to young learners; and attitudes toward their profession. The paper discusses some advantages of the qualitative data tools used and provides implications for facilitating reflective PST education during the teaching practicum. [ABSTRACT FROM AUTHOR]

The benefits of early childhood development (ECD) programmes are strongly supported by evidence of reduced school dropout and repetition rates. However, the literature on ECD is primarily grounded in research based in the United States (US); in the light of this gap in the literature, this paper provides a comparative overview of ECD policy and practice from outside of the US, namely in South Africa and Turkey. As a theoretical framework the paper has followed the World Bank’s Systems Approach for Better Education Results (SABER)-ECD Analytical Framework. Findings indicate that both countries have established an enabling policy environment for ECD but implementation and the setting of and compliance to standards for quality is still emerging, in spite of massive strides made in this field during the past fifteen years. [ABSTRACT FROM AUTHOR]

In this paper we analyse the degree of dissatisfaction expressed by citizens regarding the quality of public services offered by municipalities in an average size city in the south of Italy. A previous study, carried out by multiple correspondence analysis, showed that the degree of dissatisfaction was closely linked to the age and education level of interviewed subjects, and the urban area (neighbourhood) in which they lived. On the basis of this result, we created two contingency tables. The first contingency, $${\mathbf{N}}$$ , represents a cross classification of n dissatisfied individuals based upon three variables: Urban area (residential neighbourhood) , age, and education. Taking population distribution (based on Age and Education) within each neighbourhood into account, we considered another table, $${\mathbf{S}}$$ , which intersects the same variable and represents the target population. We started with a Goodman RC(M) association model, and obtained a weighted log ratio analysis. In particular, we propose a weighted log ratio analysis using Poisson factor models that explicitly considers count nature and automatically incorporates an offset. Moreover, we have compared the results of the log ratio analysis with and without offset by means of the $$R_{V}$$ coefficient. [ABSTRACT FROM AUTHOR]

This paper analyses tuitional practices after a major curriculum change (2005) in primary schools of Turkey. Group discussions conducted with teachers and parents in five maximally contrasting schools (e.g. schools in a squatter and a middle-class neighbourhood of Istanbul) show that tuitional practices, being only ‘loosely coupled’ with the official curriculum, are strongly influenced by generation-specific orientations in teachers’ organisational milieus, by orientations prevalent in the social milieus of pupils and their parents, and by different forms of capital on the part of teachers, parents and school organisations. Combined with empirical analysis, the paper proposes a theoretical framework that complements the assumptions of New Institutionalism by using the basic concepts of the sociology of knowledge and Bourdieu’s concept of capital. This framework offers a new way to understand the intrinsic logic of the growing differences and inequalities within and between school organisations in complex societies. [ABSTRACT FROM PUBLISHER]

Copyright of Apuntes Universitarios: Revista de Investigación is the property of Universidad Peruana Union Filiar Tarapoto and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper examines the short- and long-term impacts of education on Turkey's economic growth between 1990 and 2018 through two dimensions: Human capital (labour productivity) and innovative capacity. The study draws attention to the quantitative aspects of education showing how employees with different stages (primary, secondary, and tertiary) of education contribute to labour productivity and technological developments in the country. Besides, it also attaches great significance to the qualitative aspects of education which have been largely ignored in the literature. Using the autoregressive distributed lag co-integration technique, the study finds statistically significant short- and long-run impacts running from fractions of employees with maximum secondary and tertiary education qualifications to output growth. It reveals that tertiary education has three-fold long-run impact on economic growth compared to secondary education. The study documents significant long-run impacts of PISA, students per classroom, and students per teacher on economic growth; however, they fail to generate statistically significant impacts on economic growth in the short-run. Thus, the study concludes that intangible values of education can take a longer time to generate tangible outcomes on the economy and the model converges to its long-run equilibrium at a speed of 12%. [ABSTRACT FROM AUTHOR]

Copyright of Gazi Medical Journal is the property of Galenos Yayinevi Tic. LTD. STI and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The majority of women in Turkey wear headscarves. However, from 1997 to 2013, headscarves were banned in tertiary education institutions, due to the Turkish military's decision that headscarves are incompatible with secularism. This study examines the impact of wearing headscarves on women's educational attainment. In particular, it measures the impact of the headscarf ban by using a regression–discontinuity method, based on individual-level data from four countrywide surveys. Within the confines of the econometric analysis and data set used, the author finds statistically significantly lower tertiary educational attainment among headscarved women, but finds no evidence that the ban reduced the tertiary educational attainment of headscarved women. This result may reflect that, since only 3.5 percent of headscarved women born before the ban had some tertiary education, there was not much room for the methodological approach to capture any significant effects of the ban. HIGHLIGHTS - There exists a large gap in the educational attainment of headscarved women compared to that of non-headscarved women in Turkey, even after controlling for background variables. - This paper finds no evidence that the ban on headscarves at tertiary educational institutions, in effect from 1997 to 2013, reduced the tertiary educational attainment of headscarved women, which was already low. - Educational disadvantage for headscarved women begins after primary school. - Although lifting the headscarf ban was a good first step, eliminating the barriers to women's education will require a much broader perspective. [ABSTRACT FROM AUTHOR]

This research aims to scrutinise the latest education reform and education policies in Turkey from a capabilities-based gender equality perspective. The data draws on interviews with stakeholders and practitioners to understand how gender equality is conceptualised in policy-making and to what extent reforms have fostered gender equality in girls' education. From a policy-making perspective, the data shows that reform has been successful in terms of a tangible, measurable outcome of an increase in enrolment rates. This can be attributed to a boost in the number of religious schools and the introduction of single-sex education featuring a limited conceptual understanding of gender equality, with a focus on closing the gender gap. However, from the practitioners' perspective, little concern has been given to gender equality and constrained girls' capabilities. The paper fleshes out the tensions between policy-makers and practitioners by highlighting the need for a comprehensive and inclusive understanding of gender equality in educational policy-making and developing a capabilities-based gender equality policy that is able to dismantle conservative and gendered structures and accommodate boys. [ABSTRACT FROM AUTHOR]