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Permanent URI for this collectionhttps://hdl.handle.net/20.500.14288/3
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Publication Metadata only Gender inequality in schooling: the case of Turkey(Sage Publications Inc, 2006) Aytac, IA; Department of Sociology; Rankin, Bruce; Faculty Member; Department of Sociology; College of Social Sciences and Humanities; N/ADrawing on recent research on education in developing countries, this article examines gender inequality in schooling in Turkey. Using a nationally representative sample of Turkish youths, it assesses the effects of macrostructure, family resources, and cultural attitudes and practices on primary and postprimary school attainment. The results show that while locality, family resources, and family structure and culture influence the education of both genders, girls' chances of postprimary schooling are greater if they live in metropolitan areas and in less patriarchal families. Birth-order comparisons indicate that older daughters are less likely to complete postprimary schooling than are their younger sisters. Girls' primary school attainment is facilitated by having other family members who help with child care. The findings are discussed in light of trends in Turkish society and their implications for future research.Publication Metadata only What keeps teachers engaged during professional development? The role of interest development(Multidisciplinary Digital Publishing Institute (MDPI), 2023) Akcaoglu, Mete; Dogan, Selcuk; Department of Psychology; Özcan, Meryem Şeyda; Teaching Faculty; Department of Psychology; College of Social Sciences and Humanities; N/AInterest influences adults' and young learners' learning in formal and informal contexts. Although interest and interest development frameworks have been used in research on student-learning, they are not used in teacher-focused research, especially as "outcomes" of teacher professional development (PD) activities. In this study, we used interest development as the outcome of PD in computer science (CS) and investigated the factors that influenced teachers' (n = 5) interest development toward CS using various data sources and analysis methods. We found that interest development is (a) varied, (b) influenced by self-relation, knowledge, and affect, (c) associated with reengagement with PD activities, and (d) it can be captured using computational text analysis methods and online log data.Publication Metadata only Religiosity, the headscarf, and education in Turkey: an analysis of 1988 data and current implications(Taylor & Francis, 2008) Aytaç, Işık A.; Department of Sociology; Rankin, Bruce; Faculty Member; Department of Sociology; College of Social Sciences and Humanities; N/APrevious research highlights the continuing relevance of family culture in explaining educational inequalities in Turkey, especially patriarchal beliefs and practices that discourage investment in the education of girls. We extend that research by introducing two much-debated, but empirically untested, aspects of family culture - parental religiosity and headscarf preferences. An analysis of a nationally representative sample of 15-19 year olds in 1988 shows that while religiosity had no significant effect on educational attainment, children who lived in families whose fathers expected them to wear a headscarf in public had lower educational attainment, especially girls. The large negative headscarf effect suggests that the government ban on headscarves in schools may be an obstacle to eliminating gender inequality in education. The results are discussed in light of recent trends in Turkish society.Publication Metadata only 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/AThe 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.Publication Metadata only Transforming books and the reading experience through interactive technologies preface(Interaction Design and Architectures, 2017) Obaid, Mohammad; Wozniak, Pawel W.; Lischke, Lars; Billinghurst, Mark; Department of Media and Visual Arts; Alaca, Ilgım Veryeri; Faculty Member; Department of Media and Visual Arts; College of Social Sciences and Humanities; 50569Publication Metadata only Kurdish students' perceptions of stigma and their destigmatization strategies in urban contexts in Turkey(Routledge Journals, Taylor & Francis Ltd, 2022) Turgut, Serkan; Department of Sociology; Çelik, Çetin; Faculty Member; Department of Sociology; College of Social Sciences and Humanities; 105104Contemporary literature has chiefly studied the Kurdish issue from a macro-political perspective. In this paper, we focus on ordinary Kurdish youth's everyday responses to stigma and discrimination from the majority Turkish group and connect them to the macro-political context. Drawing on 29 qualitative in-depth interviews with Kurdish students in Izmir, we document that this group seeks to negotiate their belonging in the face of their characterizations as backward, terrorist, and disloyal. The findings suggest that these youth respond to stigmas, depending on contextual dynamics, by specific destigmatization strategies such as confronting, managing the self, assuming individual responsibility, and avoiding. We argue that ongoing armed conflict stigmatizes Kurds as separatists, and invisible markers between Kurds and Turks make hiding ethnicity the primary destigmatization strategy for Kurds.Publication Metadata only Exploring the relationship among motivational constructs and preservice teachers' use of computational thinking in classrooms(Taylor & Francis, 2023) Akcaoglu, Mete; Hodges, Charles B.; Department of Psychology; Özcan, Meryem Şeyda; Teaching Faculty; Department of Psychology; College of Social Sciences and Humanities; N/AAs a key motivational factor that determines future teaching success with Computational Thinking (CT), in this cross-sectional survey study, we investigated if and how preservice teachers' (n = 76) self-efficacy for CT teaching, their usage of CT tools, and their motivation (utility value) were (inter)related. Through a series of regression analyses, we identified the associations between the three variables and found support for existing theories in the CT preservice education context. Notably, we found that CT usage and CT UV were only associated through the mediation of self-efficacy, which seems to be the key component for usage. We propose that CT focused interventions targeting utility value and classroom practices and policies should be provided to give preservice teachers experience in using CT software/tools are key for teacher education institutions and CT implementation into curricula.Publication Metadata only School to work or school to home? An analysis of women's vocational education in Turkey as a path to employment(Routledge Journals, Taylor & Francis Ltd, 2019) Alnıaçık, Ayşe; Yükseker, Deniz; Department of Sociology; Gökşen, Fatoş; Faculty Member; Department of Sociology; College of Social Sciences and Humanities; 51292This paper focuses on women's vocational education in Turkey as a gendered and gendering process. Cultural norms about women's role in society, a vocational curriculum that echoes these norms, and a labour market with gender inequalities constitute the background against which women formulate their vocational preferences and seek pathways into the labour market. We use the literatures on gender and vocational education, school-to-work transitions, and gender bargains to analyse data from qualitative fieldwork with students and graduates of girls? vocational high schools. First, we scrutinize how students choose vocational tracks. Our findings point to the presence of a gendered bounded agency by students and graduates, according to which their choices echo traditional gender norms. Secondly, we discuss the transition from school to work, during which they are faced with gender prejudice in the labour market. Finally, we show how that process turns into a ?school-to-home? transition whereby graduates become homemakers.Publication Metadata only Inequality in social capital: social capital, social risk and drop-out in the Turkish education system(Taylor & Francis, 2014) Department of Psychology; Department of Sociology; Cemalcılar, Zeynep; Gökşen, Fatoş; Faculty Member; Faculty Member; Department of Psychology; Department of Sociology; College of Social Sciences and Humanities; College of Social Sciences and Humanities; 40374; 51292This article examines the effects of social capital on the likelihood of dropping out from the compulsory education system (Grades One through Eight) in Turkey. It focuses on the question of whether school-related social capital can provide the means to stay in school in the presence of risk factors such as socioeconomic status, race, or gender that cannot be easily modified. Despite major progress in enrollment rates due to policies enacted in recent years, the overall drop-out rate in compulsory education is close to 15% in Turkey. Data collected from 764 student-mother pairs show that drop-outs are exposed to higher number of social risk factors. We further illustrate that school-related social capital, as measured by quality of in-school teacher-student interactions as well as parental involvement in school, significantly and positively contributes to adolescents' likelihood of staying in school even in the presence of severe social inequalities.Publication Metadata only Informal learning experiences of Turkish sojourners in europe: an exploration of their intercultural competence within the erasmus student exchange scheme(Springer, 2022) Yagmur, Kutlay; Van de Vijver, Fons J. R.; N/A; Aksezer, Esin Aksay; Researcher; Migration Research Program at Koç University (MIReKoç) / Göç Araştırmaları Uygulama ve Araştırma Merkezi (MIReKoç); N/A; N/AThis article analyses the intercultural competence of students from Turkey who participated in the EuRopean Community Action Scheme for the Mobility of University Students (Erasmus). Intercultural competence is an important aspect of 21st-century skills and lifelong learning. The study presented here also considered antecedent factors such as participants' cultural capital and home-host domains as well as identity-related issues. It aimed to understand the dynamics of relating to the new destination/culture: awareness of one's own culture/society/surroundings; availability of social networks and support; approach to learning (language, practical matters, relevant cultural information, etc.), and communication. The researchers' findings demonstrate constructive change in terms of learning, communication-connection, self-management and cultural awareness. They confirm the importance of various layers of friendship networks (but not necessarily ethnic ties), as well as a balanced composition of home and host domain resources. Regarding identity issues, students were observed to cling to universal identities, such as being an international/exchange student, and/or strategic personal ones, rather than religious, ethnic and national identities. The sojourn period can be defined as an academic but more notably a sociocultural engagement towards becoming more conversant in daily routines and personal gains in a transnational space. This highlights the importance of informal educational experiences.