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1
Can, Seckin. "An Investigation Of The Effectiveness Of Theme Based Syllabus On The Motivation Of Freshman Students At Atilim University." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610748/index.pdf.
Full textAbstract:
This research investigates whether students’
motivation improves when thematic syllabus is employed in the classroom. This is the first time a theme-based integrated skills syllabus is employed at Atilim University Departmental English Language Studies Unit. With the outcome of the questionnaires conducted by the administration, it was realized that content is an important motivating factor and employing a theme-based syllabus can have a positive effect on students&
#8217
motivation. For this research, firstly an interest survey was employed to identify the areas students would like to focus on. After the quantitative analysis of the interest survey, a five-week theme-based syllabus was designed and employed for five weeks in the classroom. At the end of the semester, interviews were carried out with twenty six students. From the point of view of the students, proposed syllabus was much more interesting and motivating than the common one employed in the first ten weeks of the semester. This study showed that if a theme-based syllabus reflecting students&
#8217
interests is employed in a classroom, student motivation improves. Thus, they can develop positive attitude towards the course and language learning.
2
Adal, Elif Ece. "Science Teachers." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12612948/index.pdf.
Full text
3
Yildiz, Umit. "Evaluation Of The Turkish Language Teaching Program For Foreigners At Minsk State Linguistic University In Belarus: A Case Study." Phd thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/3/1178185/index.pdf.
Full textAbstract:
The aim of this study is to evaluate the Turkish Language Teaching Program for Foreigners at Minsk State Linguistic University in Belarus. The study aims to answer the following two main questions: 1) what are the discrepancies between the current status and the desired outcomes of the Turkish program at MSLU? 2) What aspects of the Turkish program should be maintained, strengthened or added? In order to answer these questions, data were collected from students who were attending the program in the 2002-2003 academic year, instructors who were teaching in the program in the same academic year, the graduates of the program, former instructors of this program, the parents of the students who were currently attending the program, the authorities at the institution, the employers of the graduates of this program in Minsk.
Both qualitative and quantitative data were collected in the study. The quantitative data were collected through questionnaires. The qualitative data were collected through interviews and written document analysis.
The results of the data showed that the Turkish Language Program at Minsk State Linguistic University partially meets the needs and demands of all the involved parties. However, it was observed that enthusiasm and interest for the Turkish language among the current students, graduates and the University authorities were high. Some changes and additions could be made in the program to make it better suited to the needs and demands of its under goers and institution.
4
Yildirim, Yanilmaz Tuba Nur. "The Effect Of Educational Ideologies On Teachers'." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610933/index.pdf.
Full textAbstract:
This study aimed at investigating the effect of educational ideologies on teacher’
s perceptions of and attitudes towards curriculum change. The sample consisted of 184 primary and secondary school teachers working in Kulu, Konya. Data were gathered from the participants via two inventories, Educational Ideologies Inventory and Perceptions of and Attitudes towards Curriculum Change Inventory. The first inventory developed by William O&
#8217
Neill. The second inventory was developed by McAttee &
Punch (1979). The researcher translated them into Turkish, made necessary alterations and pilot tested. Both descriptive and inferential statistics were utilized to analyze the data. Mann-Whitney U Test was employed to investigate the effect of educational ideologies on teacher&
#8217
s perceptions of and attitudes towards curriculum change. Results of the study indicated that there is no significant difference between teachers&
#8217
educational ideologies and their perceptions of and attitudes towards curriculum change. Furthermore, some background variables were also not found to affect the teachers&
#8217
perceptions of and attitudes towards the new curriculum.
5
Tunc, Ferda. "Evaluation Of An English Language Teaching Program At A Public University Using Cipp Model." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12611570/index.pdf.
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ABSTRACT
EVALUATION OF AN ENGLISH LANGUAGE TEACHING PROGRAM AT A PUBLIC UNIVERSITY USING CIPP MODEL
TUNÇ, Ferda M.S. Department of Educational Sciences Supervisor: Assoc. Prof. Dr. Cennet Engin DEMiR January 2010, 110 pages This study aimed to evaluate the effectiveness of Ankara University Preparatory School program through the perspectives of instructors and students. To this end, the CIPP (context, input, process, and product) evaluation model developed by Stufflebeam (1971) was utilized. 406 students attending the preparatory school in the 2008-2009 academic year and 12 instructors teaching in the program participated in the study. The data were gathered through a self-reported student questionnaire and an interview schedule which was designed for the instructors. Besides, in order to obtain more detailed information about the preparatory school, written documents were examined. While the data based on the questionnaire were analyzed through descriptive and inferential statistics, content analysis was carried out to analyze the qualitative data. Multivariate Analysis of Variances with Pillai&rsquo
s Trace test was employed to investigate whether the significant differences among dependent variables across independent variables existed. Results of the study indicated that the program at Ankara University Preparatory School partially served for its purpose. The findings revealed that some improvements in the physical conditions, content, materials and assessment dimensions of the program were required to make the program more effective.
6
Shirvan, Samad Joshani. "Impact Of Learner-centered Teaching And Learning Process On Pre-advanced First Year Medical Students'." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609388/index.pdf.
Full textAbstract:
This study examined the impact of learner-centered teaching and learning process on pre-advanced first year medical students&rsquoperformance, attitudes, and retention in medical English through a pre-test/post-test experimental research design.The sample of this study included 180 first year medical students of a state medical university, Gazi University, Medical Faculty, Ankara, Turkey. The subjects were assigned to experimental and control groups. Before the experiment, an achievement test and an attitude test were given as pre-test to both groups. The subjects in the control group (n=90) continued with traditional instruction while the subjects in the experimental group (n=90) studied using the learner-centered instruction. The treatment lasted 14 weeks. At the end of the treatment, the same achievement and the attitude tests were given as post-tests. One month after the post-test, the same achievement test was given to both groups as retention test.The post-test results of the study indicate no statistically significant difference between the control and experimental groups immediately after the experiment. However, retention test results show significant difference between the two groups in favor of the experimental group. The attitude post test results toward the experimental instruction show significant difference between the two groups in favor of the experimental group as well.
7
Ozturk, Nesrin. "An Examination Of The Relationship Between Content Familiar Texts, Derived From Readers." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612215/index.pdf.
Full textAbstract:
This study aimed to examine the relationship of background knowledge in relation to topic interest and reading performance of English language learners at TOBB University of Economics and Technology. For that, a reading interest questionnaire and three reading comprehension tests, which were accompanied with a 2-item background &interest questionnaire, were developed by the researcher. These instruments were implemented on 75 English language learners studying at TOBB ETU Preparatory School. The results obtained from the instruments were analyzed through SPSS 15.0. In analyzing the data, descriptive statistics as average and standard deviation besides inferential statistics as one-way ANOVA and Spearman&rsquo
s correlation test were used. The results of the study revealed that there is a significant difference among the three reading performance scores of the language learners. Besides, the correlation of topic background knowledge and interest is highlighted for each of three reading comprehension tests, so are the significant relationships of (a) background knowledge and reading performance as well (b) topic interest and reading performance also among the results for the moderate-interest &
background knowledge and high- interest &
background knowledge tests.
8
Oruc, Akif. "Comparison Of 2002 And 2004 Elementary Science Curricula With Respect To Cognitive And Affective Characteristics Of Students." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610707/index.pdf.
Full textAbstract:
ABSTRACT
COMPARISON OF 2002 AND 2004 ELEMENTARY SCIENCE CURRICULA WITH RESPECT TO COGNITIVE AND AFFECTIVE CHARACTERISTICS OF STUDENTS
Oruç, Akif M.S., Department of Secondary Science and Mathematics Education Supervisor: Prof. Dr. Giray Berberoglu June 2009, 116 pages The purpose of this study is to investigate the effect of 2004 elementary science and technology curricula at grade level 7. For this purpose, the effect of 2004 curricula on the (1) achievement of the students in knowledge, conceptual understanding and higher order thinking skills clusters, (2) attitude toward science and technology, (3) teachers&rsquo
classroom activities were evaluated. This study was conducted on 290 7th grade students at six elementary schools in 2006-2007 spring term. These schools were located in Sincan, Yenimahalle and Mamak in Ankara. Two schools were administering 2004 curricula as pilot group and four of them were teaching science with 2002 curricula. Grade level 7 was selected for the study since both 2002 and 2004 curricula were being implemented in the schools only at this particular grade level. The achievement test questions were selected from TIMMS science achievement tests and the researcher&rsquo
s own questions written in line with the test plan. The questions include the common objectives of both 2002 and 2004 curricula. The Test of Science Related Attitudes was developed by Chaerul (2002). As a result of the factor analysis it was decided that, the scale contains five sub categories: Social implication of science, Scientist lifestyle, Enjoyment of learning in science lesson, Leisure interest in science, and Career interest in science. Teachers&rsquo
Classroom Activities Scale was taken from Pekiner (2007). It was decided that, the scale contains five sub categories
New Approach, Care of Teacher, Use of Equipment by teachers, Classical Classroom Activities and Processing the Subject category. The data were analyzed by using multivariate analysis of variance (MANOVA). The results of this analyses indicated no major difference between two science curricula. On the other hand, significant differences were found in leisure interest of students and use of equipment by teachers in favor of 2004 curricula. Knowledge and conceptual understanding level learning, the enjoyment of learning in science lesson and teachers&rsquo
classroom activities with reference to new approaches indicated significant results in favor of 2002 curricula.
9
Tunc, Yasin. "An Evaluation Of The English Language Teaching Program At Atilim University Based On Stakeholders." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/2/12610788/index.pdf.
Full textAbstract:
This study aimed to conduct an evaluation based on stakeholders&rsquoperceptions of the effectiveness of the English Language Teaching Program at Atilim University, Preparatory School. Moreover, the study wanted to find out to what extent the program meets students&rsquo
expectations and whether there are any differences in stakeholders&rsquo
perceptions with regard to their ideal language teaching-learning environment and their real (classroom) practices. The sample included 62 instructors, including three administrators, and a teacher trainer and 216 students attending Prep. School in the academic term of 2008-2009. The data were collected through two questionnaires, developed by the researcher: one was designed for instructors and administrators
the other was designed for students. To support the close-ended items in the questionnaires, each questionnaire included some open-ended items. Data based on the questionnaires were analyzed through descriptive statistics. While, the qualitative data were analyzed through content analysis. Lastly, to validate the data and increase the credibility of the data, triangulation procedure was carried out. The findings of the study showed that the program at Atilim University Prep. School needs some improvements in the following areas: (1) the goals and objectives need to be clearly identified
(2) the content of the instruction needs to include all language skills
(3) the resources and materials need to be revised in terms of their content and compatibility with the goals of the school, and the proficiency exam
(4) the goals and the content of the testing means, especially proficiency exam, need to be redefined and made compatible with the content of the books and instruction.
10
Topcu, Tansu. "An Investigation Of The Effectiveness Of The Theme-based Curriculum In The 2003-2004 Academic Year At The Department Of Basic English At Metu." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12606856/index.pdf.
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This study examines the implementation of the theme-based curriculum in the 2003-2004 academic year to meet the goals and objectives of DBE students at METU. The research design of the study includes questionnaires and focus group interviews with former DBE students and DBE teachers. At the first stage, 231 students and 60 teachers took the questionnaire. Then, 19 students (in groups) and teachers (individually) were interviewed. The results indicated that there was a big difference between the perceptions of teachers and students and teachers were more negative about the program. Especially, pre-intermediate group teachers were quite dissatisfied with the program. Implementation and quality of the materials and lack of communication between teachers and administrators were considered as probable reasons. In terms of materials, reading was the skill most successfully developed. Moreover, students found handouts much more useful than the books. Writing seemed to be the most problematic area in the program. Finally, as a result of time limitation, teachers were perceived to be more active in class and pair/group work were considered as ineffective.
11
Ulubay, Mutlu. "A Survey Of Teachers&." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/3/12609061/index.pdf.
Full textAbstract:
The purpose of this study was to investigate the implementation process of the present and newly introduced instructional techniques in new elementary school mathematics curriculum in sixth grade through the reports of teachers, which has been piloted in some specific schools. Moreover, it was aimed to find out the effects of several parameters on implementation, like city where school teachers are working is located, teachers’
gender, teaching experience and number of students in the classroom. In addition, difficulties faced by teachers during the implementation process and teachers&
#8217
general opinions about the new curriculum are examined. The sample consisted of 80 teachers working at elementary schools located in Ankara, Istanbul, Bolu and Kocaeli (Izmit). The Teacher Questionnaire was administered to participants in the 2005-2006 academic year. In order to investigate the differences in Teacher Questionnaire&
#8217
s sub-scales&
#8217
scores (Learning-Teaching Process, Material Usage, Evaluation Techniques) of the participants with respect to city, gender, teaching experience, academic level and number of students in classes, separate Multivariate Analysis of Variance were run. The results of this study indicated that teachers&
#8217
implementation of the new methods and techniques highlighted in the curriculum can be interpreted as at high level. MANOVA tests indicated that teachers&
#8217
implementation of the new methods and techniques were not affected by number of students in the classrooms, gender and teaching experience. According to the results of the study, teachers&
#8217
usage of recommended educational equipments was found as at average level and MANOVA tests indicated that teachers&
#8217
usage of recommended educational equipments was affected by teaching experience but not by gender and number of students in the classroom. The results of this study also showed that teachers&
#8217
implementation of new evaluation techniques was at average level and MANOVA tests indicated that teachers&
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implementation of new evaluation techniques were not affected by gender, teaching experience and number of students in the classrooms.
12
Donmez, Ozge. "Implementation Of The New Eighth Grade English Language Curriculum From The Perspectives Of Teachers And Students." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612264/index.pdf.
Full textAbstract:
This study aimed to reveal the perceptions of teachers and students about the implementation of the new 8th grade English language curriculum (NEC) in public primary schools and the challenges and/or problems faced by the teachers and students in the implementation process. This qualitative study was conducted in 9 public primary schools in Polatli town of Ankara. A total of 10 English language teachers and 73 8th grade students participated in the study. The data were collected through in-depth interviews with the English language teachers and focus group interviews with the 8th grade students. The data were analyzed through utilizing Nvivo 8, qualitative data analysis software. The results indicated that the participants had negative views about some aspects of the new English language curriculum due to the challenges and/or problems that they encountered during the implementation. It was found out that the teachers did not implement the suggested alternative assessment and evaluation techniques and learner-centered instructional methods and strategies in their classes. The challenges and/or problems hindering the effective
implementation of the new English language curriculum were revealed as lack of necessary materials and equipments, large class size, insufficient class hours, lack of gradual implementation of the NEC, lack of guidance and support for the teachers in implementing the NEC and Level Determination Exam (SBS).
13
Ozturk, Ebru. "An Assessment Of High School Biology Curriculum Implementation." Phd thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/728428/index.pdf.
Full textAbstract:
This study was conducted to investigate and assess the implementation process of the new high school biology curriculum. The major areas in the study included teaching methods and techniques, and instructional materials physical structure and facilities, and local, school and classroom level factors that influence the process of curriculum implementation. The research questions were the following: 1) How are the curriculum intentions implemented in biology classes? 2) What local, school and classroom level factors influence the implementation process of the new high school biology curriculum? A survey questionnaire, Biology Curriculum and Instruction Evaluation Questionnaire, was designed. The data collected from randomly selected 685 biology teachers working in public, Anatolian and private/foundation schools in fifteen cities were then analyzed through descriptive and inferential statistics, and qualitative data analysis techniques.
The results revealed that the implementation process of the new high school biology curriculum shows differences at local, school and classroom levels. These differences rely on the physical structure and facilities of schools, some teacher characteristics and some teacher beliefs and perceptions. Yet, one common feature in all these different conditions is the attention called to the need for a change from learning being teacher-centered to student-centered teaching and learning process and the need to revise curriculum content and timing for its implementation.
14
Erdogan, Mehmet. "Fifth Grade Students." Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12610357/index.pdf.
Full textAbstract:
The purpose of the study was to assess 5th grade Turkish students&rsquoenvironmental literacy (EL) level by considering six EL components, and explore the factors predicting the environmentally responsible behaviors (ERB) of these students. The research design of the study was nation-wide survey. The sample of the survey consisted of 2412 fifth grade students selected from 78 elementary schools (26 private and 52 public) in 26 provinces across Turkey. Developed by the researcher, Elementary School Environmental Literacy Instrument (ESELI) including five parts and total 81 items was used as data collection instrument. To analyze quantitative data, descriptive statistics, ANOVA, multiple correlation and path analysis were conducted. The responses to open-ended question were subjected to content analysis. The results of the study revealed that EL score of the students was found 149 (SD=26.19) suggesting moderate level of EL and 64.1% of the students (n=1545) had moderate level EL. The factors significantly affecting 5th grade students&rsquo
ERB and the effect size of these factors were as follows
school type (partial =.007), taking pre-school education (partial =.002), mother education level (partial =.007), father education level (partial =.012), residence (partial =.008), experiences in the natural regions (partial =.046), curiosity toward environmental information (partial =.048), mother environmental concern (partial =.023), father environmental concern (partial =.031) and sibling environmental concern (partial =.014). Furthermore, a combination of environmental knowledge, willingness to take environmental action, cognitive skills, and environmental attitude and environmental sensitivity explained 12% of the variance in ERB. As a conclusion, the results of the presents study will shed light on the attempts on policy making and curriculum development regarding environmental education.
15
Taskin, Celik Nehir. "Motives That Attract Parents To Send Their Children To Curriculum Laboratory Schools And Students." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12606299/index.pdf.
Full textAbstract:
The aim of this study was to identify the reasons of parents&rsquopreferring Curriculum Laboratory Schools (CLSs) for their children&rsquo
s education and to investigate whether the students attending Curriculum Laboratory Schools are satisfied with the physical, instructional and social opportunities (services) offered at these schools. The sample of the study consisted of 440 seventh grade students and 14 parents from seven curriculum laboratory schools in the province of Ankara. Two instruments were used for data collection
interview questions for parents and a questionnaire for students. To analyze quantitative data, descriptive statistics such as frequency analyses and percentages were conducted. The open-ended questions in the parents&rsquo
interview were analyzed through content analysis. The results indicated that parents preferred these schools for several reasons including convenient location, technological opportunities, physical conditions and instructional opportunities. However, the availability of the opportunities was not as defined in the CLS model. Nevertheless, the students who were attending CLSs were moderately to highly satisfied with the services provided in the CLSs.
16
Erden, Emine. "Problems That Preschool Teachers Face In The Curriculum Implementation." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612162/index.pdf.
Full textAbstract:
This study aimed at investigating the challenges preschool teachers face in the curriculum implementation and whether these challenges differ in relation to teachers&rsquolevel of education, department they graduated from, the type of the school they are working in, teaching experience and level of in-service training. In addition, in this study, it was also aimed to find out the underlying reasons of most frequently stated issues of implementation from the teachers&rsquo
perspectives. In the present study, both quantitative and qualitative data were collected. The quantitative data were gathered through a questionnaire from 223 preschool teachers teaching in public and private kindergartens in Ankara. The qualitative data were gathered through interviews with a group of participants selected from the 223 teachers. One-way repeated measure of ANOVA and multivariate analysis of variance (MANOVA) were employed to analyze the quantitative data. For the qualitative data content analysis was conducted. The results indicated that the most frequently reported issues by the participants were the problems related to evaluation and physical facilities followed by the ones related to planning science and math activities, organizing field trips, providing parent involvement and inclusion. Results showed that the problems related to physical facilities experienced by preschool teachers working in public kindergartens were significantly differed compared to teachers working in private preschools.
17
Gelmez, Burakgazi Sevinc. "Connecting Science Communication To Science Education: A Phenomenological Inquiry Into Multimodal Science Information Sources Among 4th And 5th Graders." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12615302/index.pdf.
Full textAbstract:
Science communication, as a multidisciplinary field, serves to transfer scientific information to individuals to promote interest and awareness in science. This process resembles science education. Rooted in science education and science communication studies, this study examines the 4th and 5th grade students` usage of prominent science information sources (SIS), the features of these sources, and their effective and ineffective uses and processes in communicating science to students. Guided by situated learning and uses and gratifications (U&G) theories, this study is a phenomenological qualitative inquiry. Data were gathered through approximately 64 hours of classroom observations
focus group and individual interviews from four elementary schools (two public, two private schools) in Ankara, Tü
rkiye. Focus group interviews were conducted with 47 students, and individual interviews were carried out with 17 teachers and 10 parents. The data were analyzed manually and MAXQDA software respectively. The results revealed that students used various SIS in school-based and beyond contexts to satisfy their cognitive, affective, personal, and social integrative needs. They used SIS for (a) science courses, (b) homework/project assignments, (c) exam/test preparations, and (d) individual science related research. Moreover, the results indicated that comprehensible, enjoyable, entertaining, interesting, credible, brief, updated, and visual aspects of content and content presentation of SIS were among the key drivers affecting students` use of SIS. The results revealed that accessibility of SIS was an important variable in students` use of these sources. Results further shed light on the connection between science education and science communication in terms of promoting science learning.
18
Yucel, Banu. "An Evaluation Of Needs, Design, Implementation, And Outcomes Of Development And Learning Course Enriched With Critical Thinking Based Instruction." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609763/index.pdf.
Full textAbstract:
This study aimed to evaluate the development process of Development and Learning course according to critical thinking based instruction in the Faculty of Commerce and Tourism Education at Gazi University by using Stufflebeam&rsquos Context, Input, Process, and Product evaluation model. Data were collected from various sources through qualitative and quantitative methods such as questionnaires, individual and focus group interviews, student journals, achievement test, and California Critical Thinking Disposition Inventory (CCTDI). The context evaluation results showed that there were problems in the attainment of course objectives and in the application of the effective instructional strategies for learning and improving thinking skills. Thereupon, at the input evaluation stage, the course was redesigned according to critical thinking based instruction. Pretest-posttest experimental study was carried out while implementing the redesigned course. Concerning the process evaluation, student journals pointed out that while critical thinking based instruction was effective on learning, thinking and metacognitive skills, students experienced some difficulties. Regarding the product evaluation, according to achievement pre-posttest and retention test results and CCTDI pre-posttest results, students in both groups showed a significant progress within a semester. However, there was no difference between treatment and control groups. On the other hand, in the focus groups interviews, the students from the treatment groups expressed the contributions of the course to their teaching and thinking skills, understanding and participation. In conclusion, though quantitative data addressed that critical thinking based instruction did not create difference compared to the traditional instruction, qualitative data delineated positive effects of this approach.
19
Temiz, Nida. "An Action Research On Program Development Process For Determining Multiple Intelligences Profiles Of 1st, 2nd And 3rd Graders." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612669/index.pdf.
Full textAbstract:
This study aimed to explore a program development process and explain how each component of the process contributes to overall procedure for determining 1st, 2nd, and 3rd grade students&rsquomultiple intelligences profiles. The action research was conducted through implementing the incremental components of development process namely
(1) needs assessment, (2) program design, (3) program implementation and verification, (4) summative evaluation. Purposeful sampling methods were used to select the participants of the study. On the basis of the purposeful sampling methods, the participants comprised of two elementary schools with their 1st, 2nd and 3rd grade students, teachers, parents
three branch teachers
instruments developers
experts from the fields of multiple intelligences, psychology, sociology, social pediatrics, neurology, psychiatry, and child neurology. The data collection methods were interview, observation, written document analysis, questionnaire. Descriptive and content qualitative analyses were used to analyze the data. For the validity and reliability purposes of the materials developed throughout the study, quantitative data and quantitative data analysis were conducted. The results of the needs assessment indicated that the 1st, 2nd and 3rd grade teachers had various purposes to determine their students&rsquo
multiple intelligences profile. They used various methods having both weaknesses and strengths. The most appropriate method was using multiple methods / sources. The program with its materials was developed in the program design phase. The materials were &ldquo
story inventory,&rdquo
&ldquo
film inventory,&rdquo
&ldquo
parent questionnaire,&rdquo
and &ldquo
performance assessment.&rdquo
The program including its materials had both weaknesses and strengths. Therefore, effective modifications were conducted on the program in the program implementation and verification phase. Finally, the results of the summative evaluation indicated that the study and the program reached their purposes largely.
20
Cetin, Yucel. "Teaching Logarithm By Guided Discovery Learning And Real Life Applications." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12604957/index.pdf.
Full textAbstract:
The purpose of the study was to investigate the effects of discovery and application based instruction (DABI) on students&rsquomathematics achievement and also to explore opinions of students toward DABI. The research was conducted by 118 ninth grade students from Etimesgut Anatolian High School, in Ankara, during the spring semester of 2001-2002 academic year. During the study, experimental groups received DABI and control groups received Traditionally Based Instruction (TBI). The treatment was completed in three weeks. Mathematics Achievement Test (MAT) and Logarithm Achievement Test (LAT) were administered as pre and posttest respectively. In addition, a questionnaire, Students&rsquo
Views and Attitudes About DABI (SVA) and interviews were administered to determine students&rsquo
views and attitudes toward DABI. Analysis of Covariance (ANCOVA), independent sample t-test and descriptive statistics were used for testing the hypothesis of the study. No significant difference was found between LAT mean scores of students taught with DABI and traditionally based instruction when MAT test scores were controlled. In addition, neither students&rsquo
field of study nor gender was a significant factor for LAT scores. Students&rsquo
gender was not a significant factor for SVA scores. However, there was significant effect of math grades and field selections of students on SVA scores.
21
Ersen, Yanik Asli. "A Study Of English Language Curriculum Implementation In 6th, 7th And 8th Grades Of Public Primary Schools Through Teachers'." Phd thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/3/12608526/index.pdf.
Full textAbstract:
This study aimed to investigate how English language curriculum of the sixth, seventh and eighth grades of public primary schools was implemented by teachers and how it was experienced by students. The major areas of investigation were the teachers&rsquoand students&rsquo
perceptions of the curriculum goals and content, instructional strategies, evaluation and assessment procedures, learner attitudes and the problems encountered during the curriculum implementation. Through a questionnaire for teachers and students, the data collected were from 368 teachers and 1235 students randomly selected from the 21 cities and 42 towns of the seven regions of Turkey. The results revealed that the implementation process of the English language curriculum showed differences in relation to the facilities of schools and classrooms, teacher and student characteristics and perceptions. Majority of the curriculum goals were attained at a moderate level and there were some problems with the selection and ordering of curriculum content. Various types of teacher-centered and learner-centered instructional strategies were implemented depending on the language skill to be taught and learned, and the students had positive attitudes towards most of these instructional strategies. The main problems encountered in the implementation process resulted from the lack of materials and resources, the course-book, the learners, the classroom environment and the curriculum. These problems influenced the attainment of goals, classroom practices and the assessment procedures. v Teachers&rsquo
perceptions of curriculum goals and content differed in relation to school location, age, teaching experience and educational background. Students&rsquo
perceptions of the curriculum differed in relation to their grade levels, gender, parents&rsquo
educational and English level and previous English grade. English language curriculum, English language teaching, curriculum implementation, teacher perceptions, student perceptions, primary school
22
Keles, Ozkan. "An Investigation Of Elementary And Mathematics Teachers." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610423/index.pdf.
Full textAbstract:
The purpose of this study was to identify and describe elementary and mathematics teachers&rsquoviews about the new elementary school mathematics curriculum (NC). A total of 22 elementary teachers (grades 1-5) and mathematics teachers (grades 6-8) Alaca district of Ç
orum participated. The data were collected through one-to-one interviews with some of the participants and written responses for the interview questions provided by the rest of the participants. The findings indicated that the participants had positive views about the impact of the NC. Participants reported that the NC helped students reach meaningful learning through the instructional activities, new content, curriculum materials, and new assessment techniques. Participants had positive views about the new roles for the teachers and the students and the increased student motivation that the NC brought. They also expressed challenges in teaching due to the lack of materials, physical facilities, and time. Local differences impacted the implementation of the NC negatively in rural contexts. The intensity of the NC made instructional activities and the assessment processes difficult to implement in multi-grade and crowded classrooms. Participants did not feel efficient enough to implement the NC since they lacked adequate training and support. While teachers adopted the ideas that the NC brought, they adapted these practices to their existing practices. They reported performing a combination of NC practices and previous practices. Participants claimed that content of Ministry support should be more practice oriented, the curriculum materials should be sufficient in number, and the duration of mathematics lesson should be increased.
23
Cobanoglu, Rahime. "Teacher Self-efficacy And Teaching Beliefs As Predictors Of Curriculum Implementation In Early Childhood Education." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613492/index.pdf.
Full textAbstract:
The aim of this investigation was to predict the extent of curriculum implementation in early childhood education from several variables defined as (1) school related factors, (2) teacher demographics, (3) teaching beliefs, and (4) teacher self-efficacy beliefs. A total of 308 early childhood teachers employed in public schools in the central districts of Ankara, Turkey, selected through cluster sampling, composed the sample of this study. Data were collected with the instrument including Curriculum Implementation Scale, Turkish Version of the Teachers&rsquoSense of Efficacy Scale, Teacher Beliefs Survey, and Personal Information Form. Exploratory and confirmatory factor analyses were conducted to provide evidence for validity and reliability of the scales. Two separate hierarchical multiple regression analyses were, moreover, employed at the alpha level of .025 to answer research questions. The results overall demonstrated that teacher self-efficacy and teaching beliefs significantly predicted the extent early childhood teachers implemented current curriculum as regards content selection and learning process, while teacher demographics were only significant for the extent of curriculum implementation regarding learning process. On the other hand, school related factors did not contribute to the extent of curriculum implementation for both content selection and learning process. In particular, constructivist teaching beliefs and teacher efficacy beliefs for student engagement and instructional strategies explained the extent of curriculum implementation regarding content selection. Considering the implementation of learning process, teachers&rsquo
years of experience was, moreover, found to be a significant predictor along with constructivist teaching beliefs and teacher efficacy beliefs for student engagement and instructional strategies.
24
Erozan, Fatos. "Evaluating The Language Improvement Courses In The Undergraduate Elt Curriculum At Eastern Mediterranian University: A Case Study." Phd thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12606120/index.pdf.
Full textAbstract:
The present study evaluates the language improvement courses in the undergraduate curriculum of the Department of English Language Teaching (ELT) at Eastern Mediterranean University. The language improvement courses are: Oral Communication Skills I and II, Reading Skills I, II, and Advanced Reading Skills, Writing Skills I, II and Advanced Writing Skills, and English Grammar I and II.
In this evaluation study, the adapted version of Bellon and Handler&rsquos (1982) curriculum evaluation model was employed. The participants of the study were six instructors teaching the language improvement courses and students enrolled in these courses. The data, both qualitative and quantitative, were collected through course evaluation questionnaires for students, interviews with students and teachers, classroom observations, and examination of relevant written documents such as course policy sheets, course materials, and assessment tools used in the courses. The results of the study show that generally the language improvement courses were effective in terms of five aspects specified in the evaluation model employed in the study, as perceived by the students and the instructors. However, the students and the instructors suggested making some changes to the existing language improvement courses to make them more effective and better adjusted to the students&rsquo
needs and expectations. Some important conclusions drawn and recommendations made were: Practice (i.e. practice and production) component in the language improvement courses should be enhanced, a wider variety of authentic materials should be used in the courses, various methods and activities should be utilized in teaching-learning process, and intra-subject and inter-subject relationships (i.e. continuity and coherence) between or among the courses need to be strengthened.
25
Kasapoglu, Koray. "Relations Between Classroom Teachers Attitudes Toward Change, Perceptions Of "." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612186/index.pdf.
Full textAbstract:
This study aimed at determining whether classroom teachers&lsquoattitudes toward change correlate with their perceptions of constructivist curriculum change and implementation of constructivist teaching and learning activities in class at primary school level. Through a questionnaire, data were collected from 236 classroom teachers teaching in all public primary schools in the city center of Afyonkarahisar, Turkey. Demographical data of the participants, their attitudes toward change, perceptions of constructivist curriculum change, and implementation of constructivist teaching and learning activities were reported in terms of frequencies, percentages, and means. Bivariate correlations were employed to understand the relations among classroom teachers&lsquo
attitudes toward change, perceptions of constructivist curriculum change and implementation of constructivist teaching and learning activities at primary school level. The results revealed that classroom teachers were open to change and often implemented constructivist teaching and learning activities in class whereas they had mixed perceptions about constructivist curriculum change carried out in Turkey in 2004-2005 academic year. Classroom teachers&lsquo
attitudes toward change were significantly but moderately correlated with their perceptions of constructivist curriculum change and implementation of constructivist teaching and learning activities at primary school level. Besides, classroom teachers&lsquo
perceptions of constructivist curriculum change were significantly but moderately related to their implementation of constructivist teaching and learning activities.
26
Takir, Aygil. "The Effect Of An Instruction Designed By Cognitive Load Theory Principles On 7th Grade Students'." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613345/index.pdf.
Full text
27
Hodgkinson, Ellen Mary. "An exploration of how policy implementation is perceived to contribute to capacity building within schools." Thesis, University of Warwick, 2007. http://wrap.warwick.ac.uk/2399/.
Full textAbstract:
This is a study of how UK public sector organisations both build and define capacity for improvement. Public service quality in the UK remains a subject of ongoing importance, not least because of its contribution to economic growth of the country as a whole but also because of the needs and wants of the civil population as consumers of those services. It is considered that in order to improve service in a continuous and sustainable manner, organisations must develop the capacity for improvement through the process of capacity building. The research is based in the field of Education, at school level, from which the implementation and effects of a particular capacity building policy can be examined. The policy in question is PPA time (Planning, Preparation, and Assessment time), which forms part of the government's agenda for Workforce Reform. In conducting this exploratory research, a qualitative approach to a case study based research design is adopted. An interpretive analysis of cases facilitates a richness and depth of understanding. Six detailed case studies are carried out at schools serving Key Stage 1 and 2 pupils in one Local Authority in the West Midlands. A number of research methods are employed to facilitate triangulation of the data, including semi-structured interviews, observation, a survey, and a diary study. This thesis makes three contributions to new knowledge. Firstly, it develops understanding of the role of certain influences on internal capacity. Some are found to influence internal capacity directly through their impact upon internal capabilities. Others are found to influence internal capacity indirectly through the way in which they impact upon implementation of a capacity building policy. Influences are further found to be `enablers', which if present would enhance internal capabilities; `qualifiers'; without which, particular influences would `inhibit' internal capabilities, and which had the potential to become `enablers'; and `inhibitors', which had detrimental effects on internal capabilities. Secondly, it examines the relationship between direct influences and internal capacity to find that several of the influences in the extant literature are less significant in the context of a policy designed to build capacity. Further, it finds that particular influences affect other influences and so are `higher order' influences. Thirdly, it interprets the literature and research findings to conclude that `capacity building' is best understood as: the process of developing the necessary resources to meet improvement objectives, and of maximising the benefits of those resources through organisational capabilities.
28
Bicer, Kader. "An Assessment Of Information Technology Curriculum Implementation In Vocational High Schools." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610488/index.pdf.
Full textAbstract:
This study aims to provide a general picture of newly adopted IT program in vocational high schools. Through this aim, the issues of to what extent are the objectives and content of Vocational high schools&rsquonew IT curriculum satisfied the needs, how it is implemented in schools, how it is practiced under different circumstances and which factors influence its implementation process are examined. This study was designed as a formative evaluation based on CIPP Model-Process valuation. In order to grasp perceptions of vocational high school IT teachers and 11th grade IT area students&rsquo
two self-reported questionnaires were developed by the researcher. The sample constituted of 683 Grade 11 students and 83 IT teachers from 28 vocational high schools in the 7 urban district of Ankara. Heavily, descriptive and statistics and quantitative data analysis techniques were utilized to analyze the data however in some parts, inferential statistics were also employed. Results of the study indicated that the objectives of the new IT program are responsive to the local, national and global IT sector and catching the demanded skills in the world of work. Moreover it is determined that the new program supports flexibility in principle however in action there are some obstacles those barriers the adequately functioning of the new program. Therefore, this study also attempts to reveal the problems related to students, teachers, schools quality indicators and program modules in order to supply the deficiencies in the early stages of program implementation.
29
Yalcin, Tugba. "Classroom Teachers And Teacher Educators'." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612167/index.pdf.
Full textAbstract:
This cross sectional survey study examined the perceptions of classroom teachers in
urban regions of Kars Province including its towns and teacher educators in Kafkas
University about the new elementary school curriculum in Kars Province. It also
revealed their perceptions about the strengths and weaknesses of the elementary
school curriculum, students&rsquoeducational needs from the window of local characteristics of Kars, and classroom teachers&rsquo
needs with regard to the new elementary school curriculum. The data were collected from classroom teachers based on the responses they gave on a survey questionnaire and from interview data with teacher educators that was collected through a semi-structured interview form. Data gathered were analyzed utilizing content analysis method. The major findings of the study revealed the following about that the new elementary school curriculum: (1) active student understanding and common skills were mentioned
(2) its appropriateness to students&rsquo
level
(3) relevancy to students&rsquo
everyday life
(4) its comprehensiveness
and (5) variety that were somehow achieved. On the other hand, the findings also showed that there were problems with regard to the new elementary school curriculum: (1) lack of parental involvement to educational process in Kars
(2) over crowding of classrooms
(3) insufficient materials in schools
(4) insufficient in meeting local characteristics and conditions of Kars.
30
Temli, Yeliz. "Classroom Teachers'." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614213/index.pdf.
Full textAbstract:
The purpose of the current study was to investigate the classroom teachers&rsquoand science and technology teachers&rsquo
views on science and technology curriculum. In this nation-wide study, survey design was utilized. The participants of the study consisted of 960 teachers in 26 provinces across Turkey and 601 of the teachers were classroom teachers and 359 teachers were science and technology teachers. In order to investigate teachers&rsquo
views, Teachers&rsquo
Views on Science and Technology Curriculum Questionnaire was developed by the researcher. The questionnaire was composed of 3 parts: demographic information part, science and technology teachers&rsquo
views questionnaire and open ended questions. To analyze the data, descriptive statistics and inferencial statistics (MANOVA) were used. The responses to open-ended questions were subjected to qualitative analysis. Results of the descriptive analyses revealed that classroom teachers and science and technology teachers had positive views towards attainments-content, learning-teaching process and assessment component of science and technology curriculum. Results of MANOVA analysis demonstrated that graduation fields affect teachers&rsquo
views towards attainments-content and assessment component of the Science and Technology Curriculum
whereas graduation fields did not affect teachers&rsquo
views towards learning-teaching process. Similarly, teaching experiences affect teachers&rsquo
views towards attainments-content and assessment component of the curriculum. As for teaching field, the results showed that teaching field affects teachers&rsquo
views towards attainments-content and assessment component of the curriculum and classroom teachers had more positive views on these components. Gender did not illustrate statistically significant results on teachers&rsquo
views on science and technology curriculum components.
31
Mutlu, Ozlem. "A Needs Analysis Study For The English-turkish Translation Ccourse Offered To Management Students Of The Faculty Of Economic And Administrative Sciences At Baskent University." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605250/index.pdf.
Full textAbstract:
The purpose of this study was to identify and analyze the needs of the third year Management students of the Faculty of Economic and Administrative Sciences at BaSkent University with regard to the English-Turkish Translation Course through the perceptions of the studentscourse instructors including the course designer
graduates who took the course
subject-area instructors of the Department of Management
and the professionals practicing in different fields of management and business administration. Based on the findings of the study, recommendations were extended to the course designer and the instructors who teach the course for the improvement of the course. The data collection instruments used for the study were a Needs Analysis Questionnaire administered to fifty-three students and structured interviews conducted with the six course instructors, sixteen departmental instructors, ten graduates and ten professionals. The reliability of the questionnaire was measured by using Cronbach Alpha test and all the instruments were pilot-tested. Both qualitative and quantitative data were gathered which were analyzed using descriptive statistics (percentages and frequencies). The study brought into light the fact that translation particularly from English into Turkish was perceived to be a very important skill primarily in students&rsquo
departmental studies most of which they do in Turkish and for which they do most of their field-specific readings in English, which renders transfer from the foreign language into the native language indispensable. Perceptions of the participants also revealed that the translation course, in addition to improving the translation skill, raised competence in the foreign language, primarily in terms of enhancing knowledge of vocabulary, reading comprehension skill and writing skill. One of the major strengths of the translation course was found out to be the total relevance of the content of its translation materials to the students&rsquo
area of study. Preferences of the course instructors and the students were generally in line with the requirements of the target situations and the suggestions of the literature. Based on the findings, recommendations were extended to the course designer and the instructors. The most important ones included were extending the duration of the course from one semester to two semesters
shifting from sentence-level to paragraph-level and text-level translations
more emphasis on communicative rather than faithful translation
incorporation of authentic materials such as texts from magazines and newspapers and texts used in professional life into the course materials in addition to the texts extracted from field-specific course books and resources already used in the course for translation.
32
Serefoglu, Henkoglu Halise. "Computer Education In Turkish Basic Education Schools: Gaps Between Policy And Practice." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12610675/index.pdf.
Full textAbstract:
The purpose of this study is to investigate the current status of computer education in Turkish basic education schools by exploring the perceptions of computer teachers in terms of the policy of new computer education curriculum, which was prepared in 2006, and its actual implementations in schools. The primary aim of the study is to develop a deeper understanding about the effects of new computer education curriculum on the basic education school computer teachers and students, and their perceptions about the effectiveness of the new curriculum. The second aim is to criticize the main barriers and enablers in computer education by comparing the policy of computer education with the existing school practice.
In this study, a mixed method research approach including both quantitative and qualitative traditions is employed as the primary research method of the study. A mixed method approach is followed based upon a quantitative method to explore the perceptions of computer teachers and a follow-up qualitative method including document analysis to confirm and complement the quantitative findings. By using both qualitative and quantitative data collection and analysis techniques, it was aimed to answer the research questions sufficiently in a single study and enhance the reliability and validity of the research results.
In this study, firstly, quantitative data was collected by using a questionnaire as a preliminary analysis of computer teachers&rsquoperceptions regarding new computer education curriculum. Secondly, qualitative data was collected and analyzed to explain and refine the results obtained through quantitative data in the first phase. In addition to the open-ended items in the questionnaire, qualitative data was obtained from the messages posted by computer teachers in online asynchronous discussion forums about the problems they encounter in their profession
and through newspapers about computer education and the occupational problems of computer teachers. The results of the present study reveal that with the introduction of new computer education curriculum, many problems have emerged in the actual implementations of computer education courses in basic education schools. The most important of these problems are results of the elective status of computer education course and the limited time allocated for this course.
33
Audet, Geneviève. "Pour une "altérité en acte" : reconstruction et théorisation de récits de pratique d'éducation interculturelle en maternelle." Thesis, Université Laval, 2006. http://www.theses.ulaval.ca/2006/23869/23869.pdf.
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34
Poulin, Rosalie. "Relations entre les buts d'apprentissage et le fonctionnement scolaire et émotif au début du secondaire : un examen différencié selon les profils de buts d'apprentissage des élèves." Thesis, Université Laval, 2006. http://www.theses.ulaval.ca/2006/23692/23692.pdf.
Full text
35
Onal, Ilke. "Effects Of Constructivist Instruction On The Achievement, Attitude, Science Process Skills And Retention In Science Teaching Methods Ii Course." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12609554/index.pdf.
Full textAbstract:
The purpose of this study was to examine the effects of constructivist instruction on the achievement, attitude towards science teaching, science process skills and retention of fourth grade preservice science teachers in Science Teaching Methods II course. Two groups (one experimental and one control) were assigned from Hacettepe University Faculty of Education Department of Science Education. Experimental group consisted of 53 preservice science teachers and the control group consisted of 50 preservice science teacherstotally 103 preservice science teachers participated in this study. Quasi experimental research design was used in this study. Constructivist instruction was used in experimental group and traditional instruction was used in control group during the teaching and learning process. This research study was conducted in fall semester of the 2007-2008 academic year and lasted 15 weeks including the final examination term. Science Process Skills Test, Attitude towards Science Teaching Scale and Achievement Test in Science Teaching Methods II course were administered to participants three times
at the beginning of the study, immediately after the implementation process and 10 weeks later. A mixed between within ANOVA with repeated measures was used as a statistical technique for analyzing quantitative data and both descriptive and content analysis was used for analyzing questionnaire, formative and summative focus group interviews. Statistical mean difference was obtained for all tests in favor of experimental group and the findings of quantitative data analysis results were supported by the qualitative data analysis results. After interpreting the results, it can be claimed that constructivist instruction is effective in preservice science education.
36
Проценко, А. А. "Формування професійної компетентності майбутніх вчителів фізичної культури у процесі виробничої практики: автореф. дис. на здобуття наук. ступеня канд. пед. наук: 13.00.04 "Теорія і методика професійної освіти"." Дисертація, 2018. http://eprints.mdpu.org.ua/id/eprint/2319/1/%D0%90%D0%B2%D1%82%D0%BE%D1%80%D0%B5%D1%84%D0%B5%D1%80%D0%B0%D1%82_%D0%9F%D1%80%D0%BE%D1%86%D0%B5%D0%BD%D0%BA%D0%BE_%D0%90.pdf.
Full textAbstract:
У дослідженні уточнено поняття «професійна компетентність», розкрито її
сутність та зміст. Уточнено поняття «учитель фізичної культури», визначено
специфіку, функціональний склад професійної діяльності; розроблено матрицю
професійних функцій сучасного учителя фізичної культури. Конкретизовано зміст
та структуру професійної компетентності майбутніх учителів фізичної культури.