Sınıf Gözlem Teknikleri

In this article observation techniques as a data collecting tool used in social and educational research are examined and discussed. First the concepts and purposes of the observation technique are explained and later systematic and non-systematic observation techniques are described. Two research projects conducted in the classroom are then summarized. These are ‘ORACLE’ (Observational Research and Classroom Learning Evaluation Project), and ‘PRINDEP’ (Primary Needs Independent Evaluation Project).Bu makalede, sosyal bilimler ve eğitim araştırmalarında bir veri toplama aracı olarak kullanılan gözlem tekniği incelenmiş ve tartışılmıştır. Önce gözlem tekniğinin kavram ve amaçları üzerinde durulmuş ve daha sonra sistematik ve sistematik olmayan iki gözlem türü açıklanmıştır. Son olarak sınıfta yapılan gözlem tekniği ile ilgili iki araştırma projesi özetlenmiştir. Bunlar ORACLE (Gözlemsel ve Sınıf Öğrenmesini Değerlendirme Projesi) ve PRINDEP (Temel İhtiyaçlar Bağımsız Değerlendirme Projesi) projeleridir

Sanat Eğitiminde Bilgisayarlar

In this article, the place and importance of computers is discussed. First some major terms related to computers are defined and later the importance of art education in schools emphasised. Then the place of computers (Information Technology) in the National Curriculum (NC) in England is explained and finally a discussion of how computers are used in art and design education is presented.Bu makalede bilgisayarların sanat eğitimindeki yeri ve önemi tartışılmıştır. Önce, bilgisayarla ilgili bazı temel terimler tanımlanmış ve sonra da okullardaki sanat eğitimi üzerinde durulmuştur. İngiliz, okullarındaki Ulusal Müfredat Programlarında bilgisayarların (Bilgi Teknolojisi) yeri açıklanmış ve daha sonra da bilgisayarların sanat ve tasarım eğitiminde nasıl kullanıldığı tartışılmıştır

THE RELATION BETWEEN SELF-ESTEEM AND JOB SATISFACTION OF PROVINCIAL DIRECTORS OF YOUTH SERVICES AND SPORTS

While the purpose of this research is to investigate the relation between the job satisfaction and self-esteem of provincial directors of youth and sports, their self-esteem and job satisfaction has also been investigated with regard to some demographic variables. As data collection tools, “Coopersmith Self-Esteem Inventory”, “Minnesota Job Satisfaction Scale” and “Demographic Information Form” developed by Stanley Coopersmith have been used. The statistics of Kruskal Wallis, Mann Whitney U and Correlation Analysis have been used in the research. Following the statistics performed, a significant difference hasn’t been established between the variables of self-esteem of the participants, age, educational background, term of employment, term of employment as a manager, sex and marital status. No significant difference has been found between the job satisfaction of participants and sex; between the term of employment and term of employment as a manager. It has been determined that the scores of the individuals with a bachelor’s degree are significantly higher than those having master’s or PhD degree in the sub-dimensions of extrinsic satisfaction, intrinsic satisfaction and general satisfaction in job satisfaction, there is a significant difference between the extrinsic sub-dimension scores of the participants and the variable of age, extrinsic satisfaction scores of the individuals aged 40 and above are significantly higher than the individuals aged between 30-34. According to the results of Spearman correlation analysis, it has been ascertained that there is a negatively moderate relation between the self-esteem and extrinsic satisfaction and a positively moderate relation is in question between the self-esteem and general satisfaction.   Article visualizations

THE RELATION BETWEEN SELF-ESTEEM AND JOB SATISFACTION OF PROVINCIAL DIRECTORS OF YOUTH SERVICES AND SPORTS

While the purpose of this research is to investigate the relation between the job satisfaction and self-esteem of provincial directors of youth and sports, their self-esteem and job satisfaction has also been investigated with regard to some demographic variables. As data collection tools, “Coopersmith Self-Esteem Inventory”, “Minnesota Job Satisfaction Scale” and “Demographic Information Form” developed by Stanley Coopersmith have been used. The statistics of Kruskal Wallis, Mann Whitney U and Correlation Analysis have been used in the research. Following the statistics performed, a significant difference hasn’t been established between the variables of self-esteem of the participants, age, educational background, term of employment, term of employment as a manager, sex and marital status. No significant difference has been found between the job satisfaction of participants and sex; between the term of employment and term of employment as a manager. It has been determined that the scores of the individuals with a bachelor’s degree are significantly higher than those having master’s or PhD degree in the sub-dimensions of extrinsic satisfaction, intrinsic satisfaction and general satisfaction in job satisfaction, there is a significant difference between the extrinsic sub-dimension scores of the participants and the variable of age, extrinsic satisfaction scores of the individuals aged 40 and above are significantly higher than the individuals aged between 30-34. According to the results of Spearman correlation analysis, it has been ascertained that there is a negatively moderate relation between the self-esteem and extrinsic satisfaction and a positively moderate relation is in question between the self-esteem and general satisfaction.   Article visualizations

Reducible tungsten(VI) oxide-supported ruthenium(0) nanoparticles: highly active catalyst for hydrolytic dehydrogenation of ammonia borane

Reducible WO3 powder with a mean diameter of 100 nm is used as support to stabilize ruthenium(0) nanoparticles. Ruthenium(0) nanoparticles are obtained by NaBH4 reduction of ruthenium(III) precursor on the surface of WO3 support at room temperature. Ruthenium(0) nanoparticles are uniformly dispersed on the surface of tungsten(VI) oxide. The obtained Ru0/WO3 nanoparticles are found to be active catalysts in hydrolytic dehydrogenation of ammonia borane. The turnover frequency (TOF) values of the Ru0/WO3 nanocatalysts with the metal loading of 1.0%, 2.0%, and 3.0% wt. Ru are 122, 106, and 83 min–1, respectively, in releasing hydrogen gas from the hydrolysis of ammonia borane at 25.0 °C. As the Ru0/WO3 (1.0% wt. Ru) nanocatalyst with an average particle size of 2.6 nm provides the highest activity among them, it is extensively investigated. Although the Ru0/WO3 (1.0% wt. Ru) nanocatalyst is not magnetically separable, it has extremely high reusability in the hydrolysis reaction as it preserves 100% of initial catalytic activity even after the 5th run of hydrolysis. The high activity and reusability of Ru0/WO3 (1.0% wt. Ru) nanocatalyst are attributed to the favorable metal-support interaction between the ruthenium(0) nanoparticles and the reducible tungsten(VI) oxide. The high catalytic activity and high stability of Ru0/WO3 nanoparticles increase the catalytic efficiency of precious ruthenium in hydrolytic dehydrogenation of ammonia borane

An Investigation into training programmes of teachers of learners with vision impairment in Turkey and England

This thesis is concerned with what it is to be a teacher of learners with vision impairment (VI teacher). It presents a comparative case study of two national VI teacher training programmes in Turkey and England. Using Bronfenbrenner’s ecological systems model of human development as a theoretical lens, the study investigates similarities and differences between the approaches of training programmes to the distinctive roles of VI teachers in the two countries. Data was gathered through questionnaires and interviews from programme stakeholders in both countries (VI teachers, trainees and tutors). By putting the learner with vision impairment at the centre of the analysis, key findings of the study are as follows: (1) While the role of VI teachers is conceptualised within proximal and distal systems of the learner in England, the role of VI teachers in Turkey is mostly conceptualised within the proximal system(s) of the learner. (2) The concept of promoting independence of learners is more narrowly understood as relating to teaching ‘daily living’ and ‘mobility’ skills in Turkey, whereas it is conceptualised as developing ‘independent living’, ‘independent learning’ and ‘self-advocacy’ skills of learners in England. (3) The partnership role with families is shaped by a teacher-centred approach in Turkey and is mainly reflected in family training strategies for changing the attitudes of families towards disabilities, whilst there is a learner-centred approach in England, which mostly emphasises family support for developing and promoting the independence of the learner