Search

Copyright of INES Journal: The Journal of International Education Science / Uluslararası Eğitim Bilimleri Dergisi is the property of INES Journal: The Journal of International Education Science 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 Inonu University Journal of the Faculty of Education (INUJFE) is the property of Inonu University Journal of the 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.)

This study examines the effect of participation in regular tennis exercise on sportsmanship in secondary school students. The research was carried out with an experimental method and sequential design. The study sample, 46 volunteer students, was divided into two groups as experimental and control groups. The “Personal Information Form” and the “Physical Education Lesson Sportsmanship Behavior Scale” were applied to the students in both groups as a pre-test in the first week and as a post-test after 12 weeks. Statistical Package for Social Sciences (SPSS) 17.0 program was used for data analysis. As a result of the normality tests (Skewness and Kurtosis), it was determined that the data showed normal distribution, so the Independent Sample T-Test and Paired Samples T-Test were applied. The significance level was accepted as p lt;0.05. According to the findings of the study, while there was a statistically significant difference between the pre-test (90.82 ± 14) and post-test (97.52 ± 10) of the experimental group's sportsmanship level, no statistically significant difference between the pre-test (85.73 ± 12) and post-test (83.52 ± 14) of the control group's sportsmanship levels between. Consequently, this study reveals that participation in 12 weeks of regular tennis exercise significantly increases the sportsmanship level of secondary school students.

Bu çalışmanın amacı Hızlı, Seri, Görsel Sunum (RSVP) temelli uygulamaların ortaokul öğrencilerinin okuma ve anlama düzeylerine etkisini incelemektir. Araştırmanın temel problemi; “Hızlı, Seri, Görsel Sunum (RSVP) temelli uygulamaların ortaokul öğrencilerinin okuma hızı ve anlama düzeylerine etkisi var mıdır?” olarak belirlenmiştir. Çalışmada nicel araştırma yöntemlerinden ön test son test eşitlenmemiş kontrol gruplu yarı deneysel desen kullanılmıştır. Çalışma örneklemini Kütahya merkezdeki bir devlet ortaokulunun 7. sınıf öğrencileri oluşturmaktadır. Deney grubu ile gerçekleştirilen uygulama sonu yapılan son testte öğrencilerin dakikada okudukları kelime sayısında ve okuduğunu anlama düzeylerinde istatiksel olarak anlamlı bir artış görülmektedir. Deney grubu öğrencileri ön testte dakikada ortalama 116.84 kelime okurken swiftread ile gerçekleştirilen uygulamada 315.52 kelime okumuşlardır. Anlama testinde deney grubu öğrencileri ön testte 9.27 puan alırken son testte bu değer 11.21 olarak ölçülmüştür. Elde edilen veriler öğrencilerin uygulama sonrası hem daha hızlı okuduğunu hem de okuma hızı ile birlikte metni anlama seviyelerinin de arttığını ortaya koymaktadır.

Bu çalışmanın amacı Covid-19 pandemisi sürecinde uygulanan uzaktan eğitimin ortaokul öğrencilerinin fen bilimleri dersindeki başarıları üzerindeki etkisinin öğrenci görüşleriyle birlikte incelemektir. Araştırma karma yönteme göre yürütülmüştür. Araştırma örneklemini bir ilin merkezindeki bir ortaokulda iki farklı eğitim-öğretim yılında öğrenim gören toplam 254 öğrenci oluşturmuştur. Öğrencilerin akademik başarıları düzeylerini belirlemek için yazılı sınav sonuçları kullanılmıştır. Ayrıca uzaktan eğitim alan 7. sınıf öğrencilerinin uzaktan eğitim sürecine ilişkin görüşleri, açık uçlu ve çoktan seçmeli sorulardan oluşan anket formları kullanılarak elde edilmiştir. Bulgular, fen bilimleri dersini yüz yüze eğitimle alan öğrencilerin ders başarılarının uzaktan eğitim yoluyla ders alan öğrencilerden yüksek olduğunu göstermiştir. Ayrıca fen bilimleri dersini 5. ve 6. sınıfta yüz yüze, 7. sınıfta uzaktan eğitimle alan aynı öğrencilerin ders başarılarının, sınıf düzeyi arttıkça azaldığı tespit edilmiştir. Öğrenci görüşlerine göre EBA öğrencilerin uzaktan eğitim sürecinde fen bilimleri dersini takip ettikleri en önemli platform olmuştur. Ancak araştırma sonuçları, öğrencilerin çoğunlukla fen derslerinin uzaktan eğitim yoluyla işlenmesine yönelik olumsuz algıya sahip olduklarını göstermiştir. Bununla birlikte öğrencilerin neredeyse tamamı uzaktan eğitimdense yüz yüze eğitimi tercih etmiştir. Ayrıca öğrenciler karma modeli, sadece uzaktan eğitime göre daha fazla tercih etmişlerdir. Öğrencilerin uzaktan eğitim sürecinde yaşadıkları problemleri çözmelerinde en önemli destekçileri aileler olmuştur. Sonuçlar öğrencilerin uzaktan eğitim sürecinden yeterli verimi elde edemediğini ortaya koymuştur.

Copyright of Journal of Turkish Educational Sciences is the property of Journal of Turkish Educational 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.)

Copyright of Journal of Mother Tongue Education / Ana Dili Egitim Dergisi is the property of Journal of Mother Tongue Education / Ana Dili Egitim Dergisi 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 Journal of Academic Social Resources is the property of Journal of Academic Social Resources 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 Journal of Advanced Education Studies is the property of Journal of Advanced Education 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 Journal of Social Sciences Research / Sosyal Bilimler Arastirmalari Dergisi is the property of ODU Journal of Social Sciences 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.)

Copyright of Buca Faculty of Education Journal / Buca Egitim Fakültesi Dergisi is the property of Buca 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.)

Copyright of Buca Faculty of Education Journal / Buca Egitim Fakültesi Dergisi is the property of Buca 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.)

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.)

Copyright of Educational Academic Research is the property of Ataturk University Coordinatorship of Scientific Journals 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 Journal of Sports Education / Spor Eğitim Dergisi is the property of Journal of Sports Education / Spor Egitim Dergisi 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 International Journal of Field Education (IJOFE) is the property of International Journal of Field Education (IJOFE) 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.)

Copyright of International Journal of Eurasian Education & Culture is the property of Ayse Burcu Ulusoy 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 Journal of National Education / Millî Eğitim Dergisi is the property of Milli Egitim Bakanligi 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.)

It is important to reveal the views of secondary school students on saving, in order for the content of social studies education to prevent wastage to be successful. In this context, the aim of the research is; The aim of this study is to examine the opinions of secondary school students about the savings. In the study, which was designed in the basic qualitative research design, the participants were determined according to the purposive sampling method. The study group consisted of 135 secondary school students studying in 3 different secondary schools in Afyonkarahisar city center in the spring semester of the 2019-2020 academic year. The research data were collected with an open-ended questionnaire prepared by the researcher by taking expert opinions. In the first part of the questionnaire, there are questions describing the gender, class level, educational status of the parents, the number of people working in the family, the ways of saving used in the family and the sources of information about saving. The second part consists of 4 questions prepared in order to reveal the opinions of the students about the savings value. Descriptive analysis was used in the analysis of the research data, and the themes and codes created in order to ensure reliability in the analysis process were presented to the opinion of the field expert and consistency analysis was carried out. The data obtained as a result of the analyzes were tabulated and presented with frequencies and supported by direct quotations. As a result of the research; they explained saving with the concepts of not wasting water-electricitybread/ food, not spending unnecessary money, using it sufficiently and consciously, being sensitive, sharing the surplus, not harming the nature, family and habit. Students who think that resources such as water, electricity, money and food that they use most in their daily lives should be saved, in order for people to save; They made suggestions such as resources could be depleted, they should use water and electricity sparingly, life would be easier, they should not waste food, and they should contribute to the country's economy and family budget. [ABSTRACT FROM AUTHOR]

Copyright of SPORMETRE: The Journal of Physical Education & Sport Sciences / Beden Eğitimi ve Spor Bilimleri Dergisi is the property of SPORMETRE: The Journal of Physical Education & Sport 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.)

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.)

Son yıllarda bireylerin bilinçli ve sorumlu finansal kararlar verebilmesi için finansal okuryazarlık eğitimi konusu gündeme gelmektedir. Teknolojik ve ekonomik gelişmelerin beraberinde getirdiği finansal ürün çeşitliliğini, karmaşıklığı ve derinliği finansal okuryazarlık eğitimi ihtiyacını artırmaktadır. Nitekim bireylerin finansal konularda doğru kararlar alabilmesi için bu konuda yeterli bilgi ve farkındalığa sahip olmaları gerekmektedir. Bu çalışmada öncelikle finansal okuryazarlık tanımı ve boyutlarına yer verilmiştir. Erken dönemlerde finansal farkındalığın nasıl geliştiği konusunda literatürden örnekler sunulmuştur. Finansal okuryazarlık konularının matematik eğitiminde hangi bakış açılarıyla ele alınabileceğinden söz edilmiştir. Matematik öğretme ve öğrenme ortamlarında finansal okuryazarlık ile ilgili yapılan çalışmalardan örnekler sunulmuştur. Finans Eğitimi Standartları Entegreli Matematik Modeli (FESEM modeli) önerilmiş, bu modelin programda nasıl yer alabileceği konusunda önerilerde bulunulmuştur. Son olarak, finansal konuların matematik eğitimine dahili konusundaki uygulamaların ve araştırmaların neler ve nasıl olabileceğine dair önerilerde bulunulmuştur.

Copyright of Journal of Turkish Educational Sciences is the property of Journal of Turkish Educational 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.)

Copyright of Journal of Turkish Educational Sciences is the property of Journal of Turkish Educational 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.)

Copyright of Journal of Mother Tongue Education / Ana Dili Egitim Dergisi is the property of Journal of Mother Tongue Education / Ana Dili Egitim Dergisi 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 Journal of Ahmet Kelesoglu Educational Faculty is the property of Journal of Ahmet Kelesoglu Educational Faculty 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 Journal of Bayburt Education Faculty / Bayburt Eğitim Fakültesi Dergisi is the property of Bayburt University 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 Turkish Journal of Child & Adolescent Mental Health / Çocuk ve Gençlik Ruh Sagligi Dergisi 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.)

Copyright of Turkish Journal of Sport & Exercise / Türk Spor ve Egzersiz Dergisi is the property of Turkish Journal of Sport & Exercise 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 Journal of Social Research & Behavioral Sciences / Sosyal Araştırmalar ve Davranış Bilimleri Dergisi is the property of Journal of Social Research & Behavioral 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.)

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.)

Copyright of Turkish Journal of Social Research / Turkiye Sosyal Arastirmalar Dergisi is the property of Turkish Journal of Social 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.)

İçerisinde bulunulan bilgi çağında bir ülkenin gelişimi yeni nesillerin eğitimine gösterilen özenle şekillendirilmekte ve Covid-19 Pandemisinin gündelik yaşama getirileri ile yoğrulmaktadır. Bu bağlamda okul kütüphaneleri modern çağın getirilerine göre yenilenmeli, öğrencilere ihtiyaçları olan ortamı sunmaya hazır olmalıdır. Türkiye’de okul kütüphanelerini çağa uydurmak, yeni elektronik bilgi kaynaklarını eğitim sisteminde kullanabilmek adına Millî Eğitim Bakanlığı 2011 yılında Zenginleştirilmiş Kütüphane (Z-kütüphane) Projesi için çalışmalara başlamıştır. Bu çalışmanın konu aldığı proje kapsamında Z-kütüphanelerde eylem alanlarının tanımlanması ve bu bağlamda mekanların işlevsellik açısından ergonomik yeterliliklerinin incelenmesi amaçlanmıştır. Araştırma, ortaokullarda kurulan z-kütüphaneler üzerinde ilerlemiştir. Literatür taraması yapılarak eylem alanları belirlenmiş, daha sonra betimsel yöntem kullanılarak MEB’in yüklenici firmalara örnek olarak verdiği modeller üzerinden mekanların işlevselliği incelenmiştir. Sonuç olarak örnek olarak yol gösterici olması beklenen bu modellerde işlevselliği etkileyen hatalar tespit edilmiştir.

Bu çalışmanın amacı Türkiye ve Kazakistan’da uygulanan ortaokul matematik dersi öğretim programlarının içerikleri yönünden benzerlik ve farklılıklarını ortaya koymaktır. Programlar; haftalık ders saatleri, konu içerikleri, özel amaçları, diğer disiplinlerle ilişkileri, değerler eğitimi ve ölçme değerlendirme yaklaşımlarına göre karşılaştırılmışlardır. Araştırma; 2020-2021 öğretim yılında güncel olan Türkiye Ortaokul Matematik Dersi Öğretim Programı [TOMP] ve Kazakistan Ortaokul Matematik Dersi Öğretim Programları [KOMP] ile sınırlıdır. Çalışma nitel araştırma yöntemlerinden doküman analizi olarak tasarlanmıştır. Araştırmanın temel veri kaynakları olarak güncel Türkiye ve Kazakistan Ortaokul Matematik Öğretim Programları, TIMMS ve PISA raporları kullanılmıştır. Elde edilen veriler içerik analizi yöntemiyle incelenmiştir. Verilerin raporlanmaları sırasında sıklıklarına da yer verilmiştir. İçerik analizi tekniği olarak Forster (1995; akt. Yıldırım ve Şimşek, 2016)’in doküman inceleme aşamaları kullanılmıştır. İncelenen programlar, çalışmanın veri analizinin yapıldığı zaman aralığında etik kurallar çerçevesinde raporlaştırılmıştır. Araştırma sonuçlarına göre, KOMP’ta 5. ve 6. sınıflarda matematik dersi haftada 6 saat verilirken 7. sınıftan itibaren cebir, geometri ve bilişim olarak üçe ayrılmaktadır. TOMP’ta ise 5’ten 8’e tüm ortaokul seviyesinde “Matematik” dersi adı altında haftada 5 saat verilmektedir. Haftalık ders saati olarak Kazakistan ortaokul matematik dersleri 34 haftada toplam 204 ders saati yapılırken Türkiye’de 36 haftada 180 ders saati yapılmaktadır. Her iki ülkede de temel geometrik kavramlar, üçgenler, dörtgenler, çember ve daire, koordinat düzlemi ve alan ortak olarak yer almaktadır. Türkiye’de ölçme konusu (uzunluk ve zaman ölçme, sıvı ölçme) ayrıntılı olarak ele alınırken Kazakistan’da alan ölçme olarak daha kısa yer almaktadır. Türkiye’de Kazakistan’dan farklı olarak cisimlerin farklı yönlerden görünüşleri ve dönüşüm geometrisi yer almaktadır. İki ülkenin ortaokul matematik dersi öğretim programlarının konu içerikleri, özel amaçları diğer disiplinlerle ilişkileri ve değerleri eğitimi yönlerinden benzerlik gösterdikleri, haftalık ders saatlerinde farklılık olduğu TOMP’ta ölçme değerlendirme yaklaşımının net olarak ortaya konduğu fakat KOMP’ta net olarak ortaya konmadığı görülmüştür.

Copyright of RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari Dergisi 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 RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari Dergisi 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 Turkish Studies - Educational Sciences 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 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.)

Due to the understanding of national history, states give priority to their national history in history textbooks. However, nations with a common past, interconnected and regionally close have historically similar aspects and common pasts. Another factor that facilitates this phenomenon is the great states in history that dominated large geographies. In this sense, the Great Seljuk State has the feature of being a state that is mentioned both in Turkish history and in the geography where it was founded and under its rule. In this study, it is aimed to analyze the Seljuk history subjects in the history and social studies textbooks recently taught in Iran, Azerbaijan, Turkmenistan, Iraq, and Turkey secondary schools located in the Seljuk geography. In the research the descriptive screening method, which is widely used in the social sciences, was used. The historical subjects of the Great Seljuk State were divided into periods and a comparison was made between the textbooks. On the history of the Great Seljuks in the textbooks, it has been focused on which subjects are mentioned and how the subjects are depicted with an image. Are questions that reinforce historical subjects and measure students' success included in the textbooks? Are there reading passages and visuals, where the student can better understand historical subjects, etc. The answers to the questions were sought. The results obtained in the study are tabulated. As a result of the study, there are differences in the information outside of some basic topics such as the Battle of Manzikert, the topics focused on, and the educational layout of textbooks.

Bu araştırmanın amacı; ortaokul öğretmenlerinin ve okul yöneticilerinin mekanik itaat ve bilinçli uyum ikileminde yönetimsel disiplin olgusuna ilişkin düşüncelerini betimlemektir. Araştırma nitel yaklaşımlardan fenomenoloji deseninde yapılmıştır. Araştırmanın çalışma grubunu ortaokul yöneticileri ve ortaokul öğretmenlerinden seçilen toplam 29 kişi oluşturmaktadır. Çalışma grubu, veri toplama aşamasında Covid-19’un ortaya çıkması sonucu kolay ulaşılabilir durum örneklemesi yöntemi ve kartopu örnekleme yöntemleriyle oluşturulmuştur. Veri toplama aracı olarak araştırmacılar tarafından hazırlanmış yarı-yapılandırılmış görüşme formu kullanılmıştır. Verilerin analizi için içerik analizi yapılmıştır. Araştırmada elde edilen sonuçlara göre okul yöneticileri ve öğretmenler -her ne kadar mekanik itaat temelli yönetim anlayışları insanı nesneleştirse de- bu anlayışların kullanılmadığı durumlarda kaos ve disiplinsizliğin ortaya çıkacağını belirtmişlerdir. Bir başka bulguya göre öğretmenler yönetimsel bağlamda özellikle adalet ve eşitlik sağlanması gerektiğini vurgulamışlardır. Araştırma sonunda uygulayıcılara öğretmenlerin yöneticilerden beklentileri üzerine adil ve eşit bir yönetim anlayışı geliştirmeleri önerilmiştir.

Bu çalışmanın amacı, ortaokullarda değerler eğitimine ilişkin öğretmen görüşlerini ortaya koymaktır. Bu amaçla çalışma, nitel araştırma deseninde ve durum çalışması modelinde yürütülmüştür. Araştırmanın çalışma grubunu 30 öğretmen oluşturmaktadır. Çalışma grubu ölçüt örnekleme yöntemiyle belirlenmiştir. Veriler, tümevarımsal içerik analizi ve betimsel analiz tekniği ile analiz edilmiştir. İçerik analizi sonucunda; değerler, yöntemler ve değerlerin öğretimi şeklinde üç ana tema belirlenmiştir. Öğretmenlerin görüşlerine göre, ortaokullarda öncelikle dürüstlük, yardımseverlik, saygı, hoşgörü, adalet, vatanseverlik, sorumluluk ve çalışkanlık gibi değerler kazandırılmalıdır. Katılımcılar, ortaokullarda değerlerin öğretiminde daha çok rol-model olma, örnek olay inceleme, drama tekniği ve öykü anlatma yöntem ve tekniklerinden yararlandıklarını ifade etmiştir. Katılımcılar ayrıca değerler eğitiminin süreklilik temelinde etkili bir planlama ve işbirliğine dayalı olarak yansıtma, özendirme ve örnek olma şeklinde sürdürülmesi gerektiğini ifade etmektedir. Değerlerin öğretim programlarında kazanımlar şeklinde yer alması, öğrenciler tarafından uygulamalı etkinliklerle içselleştirilmesi, öğretmenler, yöneticiler ve velilerin öğrencilere örnek olması gerektiği önerilmiştir.

Copyright of International Innovative Education Researcher (IEdRes) is the property of International Innovative Education Researcher (IEdRes) 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 Anadolu Journal of Educational Sciences International (AJESI) is the property of Anadolu Journal of Educational Sciences International 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 Journal of National Education / Millî Eğitim Dergisi is the property of Milli Egitim Bakanligi 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 Journal of National Education / Millî Eğitim Dergisi is the property of Milli Egitim Bakanligi 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 Journal of Education for Life / Yaşadıkça Eğitim Dergisi is the property of Istanbul Kultur Universitesi 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 Journal of Social Sciences Research / Sosyal Bilimler Arastirmalari Dergisi is the property of ODU Journal of Social Sciences 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.)

Copyright of Pamukkale University Journal of Education is the property of Pamukkale University Journal 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 Mediterranean Journal of Sport Science (MJSS) is the property of Mediterranean Journal of Sport Science (MJSS) 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.)