Curriculum and Instruction

İSTANBUL 2012 ii T.C. YILDIZ TEKNİK ÜNİVERSİTESİ SOSYAL BİLİMLER ENSTİTÜSÜ EĞİTİM BİLİMLERİ ANA BİLİM DALI EĞİTİM PROGRAMLARI VE ÖĞRETİM YÜKSEK LİSANS PROGRAMI YÜKSEK LİSANS TEZİ PROGRAM HARİTALAMA SÜRECİNE İLİŞKİN ÖĞRETMEN GÖRÜŞLERİNİN İNCELENMESİ SELÇUK DOĞAN 09706004 Tezin Enstitüye Verildiği Tarih: Tezin Savunulduğu Tarih: Tez oy birliği/oy çokluğu ile kabul edilmiştir. Unvan Ad Soyad İmza Tez Danışmanı: Yrd. Doç. Dr. Sertel ALTUN Jüri Üyeleri: Prof. Dr. Mehmet GÜROL Doç. Dr. Orhan AKINOĞLU İSTANBUL 2012 iii ÖZ PROGRAM HARİTALAMA SÜRECİNE İLİŞKİN ÖĞRETMEN GÖRÜŞLERİNİN İNCELENMESİ Selçuk DOĞAN Haziran, 2012 Program haritalama sürecini kullanan okullarda görev yapan öğretmenlerin bu yaklaşıma yönelik görüşlerinin belirlenmesi genel amacıyla yapılan bu araştırma, "program haritalama sürecinin, profesyonel işbirliği, standart hizalama ve değerlendirme boyutları ile incelenmesini" kapsamaktadır. Araştırma, Wilansky (2005) tarafından geliştirilen "Program Haritalama Ölçeği" ile betimsel tarama yöntemi kullanılarak gerçekleştirilmiştir. Öğretmenlerin (n=136) program haritalama sürecine ilişkin görüşleri, onların eğitim düzeyi, deneyim yılları, branşları, program haritalamayı kullanma süreleri, program haritalamaya ayırdıkları zaman, program haritalama ile ilgili alınan eğitim sayıları ve program haritalama hakkındaki bilgi düzeyleri değişkenlerine göre, fark analizleri yapılarak incelenmiştir. Bu kapsamda, ANOVA, Kruskal-Wallis H ve Mann-Whitney U testleri kullanılmıştır. Araştırma sonucunda öğretmen görüşlerinin, eğitim düzeyi, branşlar ve program haritalamayı kullanma sürelerine göre anlamlı derecede farklılaşmadığı saptanmıştır. Fakat öğretmenlerin deneyim yılları ve program haritalamaya ayırdıkları zamanları arttıkça, onların program haritalamaya karşı genel görüşlerinin, profesyonel işbirliği sağlamaya, değerlendirmeye ve standart hizalamaya katkısının diğer gruplara göre anlamlı düzeyde farklılaştığı ortaya çıkmıştır. Ek olarak, program haritalama ile ilgili alınan eğitim sayılarının artması, öğretmenlerin bu yaklaşıma olan olumlu görüşlerinin arttığını göstermektedir.

Bu çalışmada; Understanding by Design (UbD) Modeli'ni ve ATLAS'ı kullanarak, Matematik ve İngilizce dersleri öğretim planlarının geliştirilmesi amaçlandı. Ek olarak, UbD'nin neden öğrencilerde "anlam" oluşturmaya odaklandığı, tasarımın kavramsal çerçevesi, tasarım süreci ve öğretmene düşen roller incelendi.

The purpose of this quantitative survey study is to investigate the perceptions of teachers in Turkey about curriculum mapping process in three perspectives, short-range planning, long-range planning and standard alignment. The teachers' (n=136) perceptions on curriculum mapping are influenced by many factors. The study addresses to the factors having effects on the teachers' perceptions. The research findings demonstrate that the most influential factors are years of teaching experience, devoted time and self-knowledge. The comparative analysis indicate that the teachers who have more experience, spend more time and prior knowledge about curriculum mapping consider curriculum mapping as an effective tool for curriculum planning.

Bu çalışmanın amacı, Marmara Üniversitesi Eğitim Bilimleri Enstitüsü Eğitim Yönetimi ve Denetimi Bilim Dalı'nda 2000-2012 yılları arasında yapılan tezleri yöntem açısından incelemek ve bu doğrultuda öneriler geliştirmektir. Çalışma, yüksek lisans tezlerinin incelenmesine yönelik doküman analizine dayalı nitel bir araştırmadır. Araştırmanın materyali, Marmara Üniversitesi Eğitim Bilimleri Enstitüsü Eğitim Yönetimi ve Denetimi Bilim Dalı'nda 2000-2012 yılları arasında yapılan 73 adet yüksek lisans tezidir. Marmara Üniversitesi Merkez Kütüphanesi veritabanına girilerek tezlere ulaşılmıştır. Bu tezler şu sorular üzerinden incelenmiştir: üzerinde çalışılan konular nelerdir, tezlere danışmanlık yapan öğretim üyelerinin ünvanlarının dağılımı nasıldır, tezlerin örnekleminde hangi öğretim kademeleri tercih edilmiştir, hangi modeller/desenler ve yöntemler kullanılmıştır, örneklem/çalışma grubu seçimi nasıl belirlenmiştir, hangi örneklem/çalışma grubundan veriler elde edilmiştir, hangi veri toplama araçları kullanılmıştır ve toplanan veriler hangi veri analiz teknikleriyle analiz edilmiştir? İncelemeler sonucunda şu bulgulara ulaşılmıştır: En çok çalışılan konu örgüttür, tezlere en çok profesör ünvanlı akademisyenler danışmanlık yapmıştır, örneklem olarak en çok ilköğretim kademesi tercih edilmiştir, en çok nitel model/desen kullanılmıştır, genel tarama yöntemine yoğun olarak başvurulmuştur, basit rastlantısal örneklem en çok tercih edilen örnekleme yöntemidir, en çok ilköğretim kademesindeki öğretmenlerden veriler elde edilmiştir, veri toplama araçlarından anket en çok tercih edilmiştir, veri analiz tekniklerinden t test ve tek yönlü ANOVA ağırlıklı olarak kullanılmıştır. Bu bulgular doğrultusunda, birtakım öneriler geliştirilmiştir.

The usage of distance education in higher education has been widespread. To assess the effectiveness of
distance education, the evaluation studies should be done. The purpose of this study is to evaluate distance
education applied in Marmara University according to the views of students. The research model of this
study is qualitative case study using a questionnaire which has seven open-ended questions. A call was
made for the research for students to take part in. The students who wanted volunteerly (n=15) participate
in the study were collected data. Thus, our aim is not to generalize findings, but to get in-depth
understanding about individual students’ experience and views. Although the results indicate that the
advantages of distance education outweigh its disavtantages, most of the students consider the application
of distance education being unable to succeed. Moreover, the students provide a number of suggestions
about the planning and application of distance education.

This manuscript builds on the previous reviews of professional learning communities (PLCs), using 10 empirical international research studies to present the impact of PLCs on teacher practice and student learning. The results showed that PLC studies that embrace collaboration and focus on student learning reported improved teacher practice and student learning. We highlighted some methodological issues to take into account before validating the reported PLC impact. The questions raised were: (1) how to measure the impact of PLCs using standardized tests and teacher self-reports; (2) how to study PLCs: direct or indirect effect of PLCs on outcomes in students; (3) key features of PLCs and their impact on teacher and student outcomes; (4) rigorous reporting of PLC research and focus on methodological issues; and (5) growing focus of PLCs in national and international contexts. Future directions of PLC research are also discussed.

The main purpose of this study is to adapt and validate the Professional Learning Communities Assessment Revised
(PLCA-R) by Olivier, Hipp, and Huffman within the context of Turkish schools. The instrument was translated and
adapted to administer to teachers in Turkey. Internal structure of the Turkish version of PLCA-R was investigated by
using confirmatory factor analysis (CFA). After examining four alternative CFA models that have the potential to
validate the internal structure of Turkish version of PLCA-R, we decided to retain the six-factor model with correlated
residuals because it best explained the perception of teachers in Turkey according to a variety of criteria. After
completing the adaptation study, for elementary teachers, we also modeled the relationship between individual,
interpersonal, and organizational dimensions of professional learning communities accounting for teacher characteristics
and school contextual factors. We found that organizational capacity is a statistically significant predictor
for interpersonal capacities. However, professional development, as a personal capacity, was not a statistically significant
mediator of this relationship in the model. We provided discussion on the dimensionality, methodological
issues, and appropriate use of the translated instrument as well as on how our tested model can be interpreted for
directions to future studies.

Learning computer science (CS) is increasingly becoming a necessary component of K-12 education, but in most cases, teachers do not have either the essential knowledge to teach or a curriculum to follow. In this article, we analyze the outcomes from a yearlong, blended professional development (PD) program to teach teachers game design and coding skills, and we codevelop a middle school curriculum. Using a mixed-methods design, this study presents the findings as we investigate how teachers experienced the PD program. Our findings show that the teachers' level of engagement differed for various reasons, such as challenges related to time, motivation, and interest. We identified a high-engagement group who developed a deep understanding of coding knowledge and engaged in the PD activities more. We also identified a low-engagement group who failed to attend most activities despite mentioning generic interests. We provide an explanation

Learning computer science (CS) is increasingly becoming a necessary component of K-12 education, but in most cases, teachers do not have either the essential knowledge to teach or a curriculum to follow. In this article, we analyze the outcomes from a yearlong, blended professional development (PD) program to teach teachers game design and coding skills, and we codevelop a middle school curriculum. Using a mixed-methods design, this study presents the findings as we investigate how teachers experienced the PD program. Our findings show that the teachers' level of engagement differed for various reasons, such as challenges related to time, motivation, and interest. We identified a high-engagement group who developed a deep understanding of coding knowledge and engaged in the PD activities more. We also identified a low-engagement group who failed to attend most activities despite mentioning generic interests. We provide an explanation why these teachers might have varied in terms of their engagement and offer how “data” can be used to predict engagement levels and as a diagnostic tool (e.g., lacked specificity in explaining CS concepts in reflections). We recommend adding motivational strategies and better tracking and monitoring mechanisms for better engagement and PD design considerations for online and blended learning for teachers.

Multicultural education is a process that attaches importance to the differences between students and makes no attempt to deny their existence. This ensures that the process continues in an egalitarian manner. Multicultural education is an educational reform movement that exists within the context of a wider process of societal reform and supports the principle that no inequality of educational opportunity should exist on account of differences of race, ethnicity, identity or social class. The purpose of this study is to identify the views of undergraduate students concerning multicultural education. In this regard, the attitudes of undergraduate students at school of education were examined to see if there existed significant differences in their views taking the moderating variables of the students' gender, ethnic identity, type of university (private or state) and type of department into account. In this study, a quantitative research method was used, employing the Mann Whitney U Test and Kruskal Wallis H Test analysis within the analysis process. A scale was developed to collect data for the study. The scale was divided into 3 different factors or categories. These were defined as the results of multicultural education, the effect of university education on multicultural education, and education and justice. The results of this study indicated that college students' responses on multicultural education were largely positive. Multicultural education Undergraduate students Quantitative study multiculturalism Turkey Article Info

The current research aims to investigate the effects of pre-service teachers' personality traits on their perceived teacher competencies. The quantitative study was conducted by employing a crosssectional survey design with 206 teacher candidates who were preparing for Teacher Qualification Exam (KPSS) in 2013. The quantitative data were collected through two scales entitled 'Adjective Based Personality Test' (ABPT), and 'Teachers' Perception of Competence Scale' (TPCS). The quantitative data were analyzed through utilizing a structural equation modeling (SEM) in AMOS 16.0 and employing path analysis at a significance level of .05. The findings illustrated that extraversion, neuroticism, agreeableness and conscientiousness have significant effects on teaching competencies. Specifically, extraversion has the biggest significant effect on teaching competencies; however, neuroticism has a negative significant effect. On the other hand, personal development was found to be the most influenced dimension of teaching competencies by personality traits.

The current research aims to explore the effects of a haptic augmented simulation on students’ achievement and their attitudes towards Physics in an immersive virtual reality environment (VRE). A quasi-experimental post-test design was employed utilizing experiment and control groups. The participants were 215 students from a K-12 school in Istanbul, Turkey. The students were split into two groups and each group were respectively taught the subject ‘mass gravity in the solar system’, employing traditional instructional methods for the control group and, as a treatment, utilizing a haptic force feedback application in a VRE for the experiment group. The data was gathered through an attitude questionnaire and an achievement test was analyzed administering descriptive and comparative analyses. Findings illustrated that use of a haptic force feedback application in a VRE had a significant and positive effect on students’ achievement, as well as on their motivation, encouragement, autonomy, and learning quality.

Keywords: Haptics force feedback applications, immersive virtual reality environments,
haptics augmented simulations, experiential learning.