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Permanent URI for this collectionhttps://hdl.handle.net/20.500.14288/3

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    Ultrasound curricula of student education in Europe: summary of the experience
    (Georg Thieme Verlag, 2020) Prosch, Helmut; Radzina, Maija; Dietrich, Christoph F.; Nielsen, Michael Bachmann; Baumann, Sven; Ewertsen, Caroline; Jenssen, Christian; Kosiak, Wojciech; Kratzer, Wolfgang; Lim, Adrian; Popescu, Alina; Mitkov, Vladimir; Schiavone, Cosima; Wohlin, Martin; Wüstner, Matthias; Cantisani, Vito; N/A; Kabaalioğlu, Adnan; Doctor; N/A; Koc University Hospital; N/A
    Background: Despite the increasing role of ultrasound, structured ultrasound teaching is only slowly being integrated into the curricula of medical schools and universities all over Europe. Aim: To survey the current situation at European universities regarding the integration of ultrasound in student medical education and to report on models of student ultrasound training from selected European universities. Methods: A questionnaire survey focusing on the implementation of curricular ultrasound education was sent out to the 28 presidents of the national ultrasound societies of the European Federation of Societies for Ultrasound in Medicine and Biology (EFSUMB), who were asked to distribute the questionnaires to the medical universities of their countries. Results: Overall, 53 questionnaires were returned from 46 universities in 17 European countries. In most of the universities (40/46 universities, 87%), the theoretical background of ultrasound is taught. However, in only a minority of universities is ultrasound integrated in anatomy courses (8/46 universities, 17%) or basic science courses (16/46 universities, 35%). Practical skills in ultrasound are taught in 56% of the universities (26/46 universities) and tested in a practical exam in seven of the responding universities (15%). The number of hours in which ultrasound was taught ranged from one to 58 (mean, seven). The respondents reported that lack of time and limited faculty funding were major hurdles. Conclusion: According to our survey, only a minority of European universities has integrated ultrasound into the preclinical curriculum thus far. Future EFSUMB initiatives will continue to promote the introduction of ultrasound as an integrative part of the core curriculum of student medical education, and the preparation of proper teaching material.
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    Child socialization goals of Turkish mothers: an investigation of education related within-culture variation
    (Türk Psikologlar Derneği, 2009) Çıtlak, Banu; Leyendecker, Birgit; Department of Psychology; N/A; Selçuk, Bilge; Gözkan, Ayfer Dost; Faculty Member; Master Student; Department of Psychology; College of Social Sciences and Humanities; Graduate School of Social Sciences and Humanities; 52913; 124621
    This study aimed to explore the long-term socialization goals of Turkish mothers from different educational backgrounds. The participants were low-educated (n = 20) and high-educated (n = 20) Turkish mothers whose ages ranged from 24 to 39 years. In-depth semi-structured interviews were conducted to measure long-term socialization goals of mothers. Results indicated that, as predicted, low-educated mothers emphasized the importance of relatedness and obedience more than high-educated mothers; and high-educated mothers stressed autonomy and self-enhancement as desirable characteristics more than low-educated mothers did. The two groups of mothers also reported some common goals such as valuing lovingness, decency, and self-control in their children. Overall, the fi ndings pointed to the relative salience of constructs such as autonomy and relatedness in the socialization goals of Turkish mothers with high and low education levels. The fi ndings provided support for Kağıtçıbaşı’s Family Change Model, shedding light on the variations in family structure across various socio-cultural-economic contexts. It also upholds Kohn’s theory which proposes that occupation infl uences socialization goals of parents. / Bu çalışma, Türk annelerin uzun süreli çocuk sosyalleştirme hedefl erini (çocuklarının ileride sahip olmalarını istedikleri özelliklere ilişkin hedefl erini) eğitim durumlarına göre karşılaştırmayı amaçlamaktadır. Bu amaçla, yüksek düzeyde eğitimli (en az on üç yıl örgün eğitim kurumlarına devam etmiş) yirmi anne ve düşük düzeyde eğitimli (en fazla altı yıl eğitim almış) yirmi anne ile Sosyalleştirme Hedefl eri Envanteri kullanılarak görüşmeler yapılmıştır. Annelerin sosyalleştirme hedefl eri, Kendini Geliştirme, Davranışlarını Kontrol Etme, Topluma Uyum, Sevecenlik ve Uygun Davranma sınıfl andırmalarına göre karşılaştırılmıştır. Yapılan analizler, yüksek eğitimli annelerin düşük eğitimli gruba göre kendini geliştirme ile ilişkili hedefl eri daha fazla, uygun davranış göstermeye ilişkin hedefl eri ise daha az vurguladıklarını göstermiştir. Bununla birlikte, iki anne grubu arasında davranışları kontrol, topluma uyum, ve sevecenlik sınıfl andırmalarına ilişkin hedefl erde istatistiksel açıdan anlamlı bir fark bulunmamıştır. Çalışmanın sonuçları, Kağıtçıbaşı’nın Aile Değişim Modeli ve Kohn’un ebeveynin mesleki konumu ile çocuk yetiştirme tutumlarını ilişkilendiren kuramı bağlamında tartışılmıştır.
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    Social competence and temperament in children with chronic orthopaedic disability
    (Routledge Journals, Taylor and Francis Ltd, 2015) Department of Psychology; N/A; Selçuk, Bilge; Müren, H. Melis Yavuz; Faculty Member; PhD Student; Department of Psychology; College of Social Sciences and Humanities; Graduate School of Social Sciences and Humanities; 52913; N/A
    The aim of the study was to investigate social competence in children with orthopaedic disability and its concurrent relations to child's temperament, health condition, and maternal warmth. Participants were 68 Turkish children (mean=5.94years) with chronic orthopaedic disability and their mothers coming from disadvantaged backgrounds. Mother ratings were used to measure social competence, temperament, general health condition, and parental warmth. The attending physician rated the severity of orthopaedic disability. Attentional focusing, emotional reactivity, and child's sex significantly predicted social competence. Age at first operation was slightly negatively associated with reactivity. The findings revealed the importance of emotional and attentional regulation for social functioning in children with orthopaedic disability, and pointed to the susceptibility of reactivity to environmental conditions. The study suggested that social functioning of youth with orthopaedic disability might benefit from temperament-based intervention and prevention programmes.
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    Childhood in modern Europe
    (Univ Victoria, 2020) N/A; Tutan, Sabiha Didar; Researcher; Graduate School of Social Sciences and Humanities ; N/A
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    Academic language in shared book reading: parent and teacher input to mono- and bilingual preschoolers
    (Wiley, 2016) Aarts, Rian; Kurvers, Jeanne; Henrichs, Lotte; N/A; Vegter, Serpil Demir; Teaching Faculty; N/A; N/A
    The current study examined academic language (AL) input of mothers and teachers to 15 monolingual Dutch and 15 bilingual Turkish-Dutch 4- to 6-year-old children and its relationships with the children's language development. At two times, shared book reading was videotaped and analyzed for academic features: lexical diversity, syntactic complexity, and abstractness. The AL features in the input of mothers varied considerably among individuals, were strongly intercorrelated and stable over time, and were positively related to children's language skills. For Turkish children, input in Turkish was related to vocabulary in Dutch as well. Compared to mothers, teachers provided input that was more academic. The teachers of the Turkish group used more abstract language but relatively less lexically diverse and syntactically complex talk than the teachers of the Dutch group. By simplifying their language lexically and syntactically, teachers might provide impoverished input to children learning Dutch as a second language.
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    The use of information technology among Turkish university students
    (Iated-int assoc Technology Education a& Development, 2015) Department of Mechanical Engineering; N/A; N/A; Sözer, Murat; Zeybekoğlu, Zuhal; Çağan, Ferhat; Faculty Member; Other; Other; Department of Mechanical Engineering; College of Engineering; N/A; N/A; Koç University Office of Learning and Teaching (KOLT); 110357; N/A; N/A
    Recent advancements in information technologies have accelerated the use of different technologies for learning and teaching in higher education. Many attempts have been made to explore creative and productive uses of laptops, tablets, smartphones and other new technologies for university students who are already familiar with most of the existing technologies in their previous school life. This study intends to understand how university students perceive the new technological changes and their effect on learning and teaching. the study was carried out in a Turkish university with the participation of 286 students. the survey used in the study was adapted from EDUCaUSE Center for analysis and Research (ECaR) Study of Undergraduate Students and information Technology Survey, 2013 with the permission of EDUCaUSE Center for applied Research, A non-profit organization that supports technology use in higher education by providing different services. This paper presents only qualitative findings from this survey study. the results showed that students' traditional view of technology influence their expectations from their faculty and their university in terms of the effective use of the latest technologies for educational purposes. the study yielded comparative data that would make contributions to a large-scale research annually conducted by ECaR on several campuses in different countries for almost ten years.
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    Using mid-semester course evaluation as a feedback tool for improving learning and teaching in higher education
    (Routledge Journals, Taylor & Francis Ltd, 2019) Department of Mechanical Engineering; N/A; N/A; Sözer, Murat; Zeybekoğlu, Zuhal; Kaya, Mustafa; Faculty Member; Other; Master Student; Department of Mechanical Engineering; College of Engineering; N/A; Graduate School of Social Sciences and Humanities; 110357; N/A; N/A
    The way in which mid-semester course evaluations are structured, administered and reported is important for generating rich and high-quality student feedback for the enhancement of learning and teaching. Mid-semester evaluations usually contain open-ended questions that trigger more elaborative feedback about what is going on in a class than that from end-of-semester evaluations with Likert scale-type questions. The anonymity of the process for students and the confidentiality of the process for instructors make the process more reflective for students and less stressful for instructors. This study describes how the mid-semester course evaluation process can be used as a feedback tool for improving the quality of teaching and learning at an institutional level. Through a longitudinal analysis of 341 mid-semester course evaluation reports, positive areas and areas of concern with respect to learning and teaching were identified, and changes in student evaluations over the years were examined meticulously to make an overall evaluation of the quality of learning and teaching at a non-profit Turkish university. This research showed that the value of mid-semester course evaluations can go beyond course-level if we use open-ended questions and are able to gather the reports together to make some comprehensive analysis at university level.
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    Academic attributional style: a comparison between Turkey and United Kingdom
    (Nazmi Kozak, 2010) Tektaş, Öznur Özkan; Camgöz, Selin Metin; N/A; Orta, İrem Metin; Master Student; Graduate School of Social Sciences and Humanities; 16043
    This study aims to investigate Turkish and English university students’ academic attributional styles (AAS) and examine to what extent self-efficacy and gender predict AAS in each culture. Data were collected from 159 Turkish and 102 English students by survey. The results of ANCOVA revealed that British students have more pessimistic (internal, stable, global) attributions in explanations of negative events compared to Turkish students. Countrybased hierarchical regression results showed that women have more pessimistic AAS than men for Turkish sample, but gender did not make any significant contribution to the prediction of AAS for English sample. In both countries, self-efficacy failed to predict AAS. Some possible reasons for the results and suggestions for future studies are discussed. / Çalışmada, Türkiye ve İngiltere’deki üniversite öğrencilerinin akademik atıf tarzlarının (AAT) karşılaştırılması ile, ülke bazında öz yeterlilik ve cinsiyetin AAT’yi ne ölçüde yordadığının tespit edilmesi amaçlanmaktadır. Veriler 159 Türk ve 102 İngiliz öğrenciden anket yöntemi ile toplanmıştır. Öğrencilerin AAT’lerinin karşılaştırılması amacıyla uygulanan ANCOVA analizi, cinsiyet kontrol edildiğinde, İngilizlerin Türklere göre olumsuz olaylarda daha kötümser (içsel, sürekli ve genel) AAT’ye sahip olduklarını göstermektedir. İki ülke için uygulanan Hiyerarşik Regresyon analizinde, Türk kız öğrencilerin Türk erkek öğrencilere göre daha kötümser atıf tarzına sahip olduğu; İngiltere örneklemi için cinsiyetin anlamlı bir farklılığa neden olmadığı belirlenmiştir. Her iki ülkede de öz yeterliliğin AAT üzerinde anlamlı bir etkisine rastlanmamıştır. Araştırmanın bulguları ve bu bulgulara neden olabilecek kültürel etkiler son kısımda tartışılmıştır.
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    Examining graduate teaching assistants' conceptions of and readiness for effective teaching in a non-profit Turkish university
    (Routledge Journals, Taylor and Francis Ltd, 2019) Department of Mechanical Engineering; N/A; N/A; Sözer, Murat; Zeybekoğlu, Zuhal; Alaylı, Ayça; Faculty Member; Other; Master Student; Department of Mechanical Engineering; College of Engineering; N/A; Graduate School of Sciences and Engineering; Koç University Office of Learning and Teaching (KOLT); 110357; N/A; N/A
    This study aimed to explore graduate teaching assistants' (GTas) perceptions of and readiness for effective teaching in higher education before and after attending an effective teaching training programme that was followed by a short term teaching experience. the study sample consisted of 62 GTas who participated in an effective teaching training programme in a non-profit Turkish university. First, we administered a survey just before and after the training programme, and six months later when study participants conducted different teaching duties in their discipline specific departments. the results showed that after training and experience, GTas put more emphasis on the role of instructors as content experts and their conceptions of effective teaching reflected more caring attitudes toward student learning. We also found that for GTas who actively involved in training and teaching in a real classroom, training and experience have a combined positive effect on their readiness for effective teaching.
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    Parenting practices and pre-schoolers' cognitive skills in Turkish immigrant and German families
    (Taylor & Francis, 2011) Leyendecker, Birgit; Jakel, Julia; N/A; Department of Psychology; Kademoğlu, Sinem Olcay; Selçuk, Bilge; Master Student; Faculty Member; Department of Psychology; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; 52913
    The present study aims to investigate the association between parenting behaviours, children's daily activities and their cognitive development. Participants were 52 Turkish-German and 65 German pre-school children and their mothers, who were matched in terms of education level (10-12 years of schooling). Children's cognitive skills were assessed using a developmental test (ET 6-6). Parenting behaviours were measured with a modified version of the Alabama Parenting Questionnaire. Children's daily activities and their literacy environment were captured with interviews as well as with a time budget diary covering two days. For parenting practices, we found mean differences inasmuch as parents in the German sample were more likely to be engaged in dyadic interaction and book reading, and less likely to endorse inconsistent parenting practices and rigid discipline practices when compared to the Turkish immigrant parents. We found similarities in the sense that parents in the two samples were equally likely to engage in positive parenting behaviour and in social play, and girls received higher scores on cognitive performance than boys. Separate regression analyses for each sample revealed that parent's involvement indicating a more stimulating environment was positively associated with children's cognitive development. Taken together, the findings point to the importance of programmes geared at supporting Turkish immigrant parents' involvement with their pre-schoolers.