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The aim of this study is to examine the effects of activities applied to students on reading and writing attitudes and to evaluate the activities made by the parents. Mixed method was used in this study, where qualitative and quantitative methods were used together. The qualitative dimension of the research is to evaluate the activities carried out for the students by the parents. For this purpose, a semi-structured interview form was used. In the quantitative dimension of the study, a single group pre-test and post-test weak experimental design were used to examine the effects of the activities prepared to improve students' attitudes towards reading and writing. After the t-test (Paired Samples t-Test) of 29 students in the study group to determine whether there was a difference between pre-test and post-test results of reading and writing attitudes, the average of pre-test scores before the experimental study. There was a significant difference between the mean posttest scores after the experimental study. Test results show that experimental study has a significant effect on reading and writing attitude. Test results show that the experimental study has a significant effect on the reading and writing attitudes. Besides, interviews were made with student’ parents and their opinions about the experimental study were obtained. Based on the views of parents, it can be said that the experimental study has achieved its goals and succeeded to a large extent., Bu araştırmanın amacı öğrencilerin okuma va yazma tutumunu geliştirmeye yönelik uygulanan etkinliklerin, öğrencilerin okuma ve yazma tutumlarına etkisinin incelenmesi ve öğrencilere yönelik yapılan etkinliklerin veliler tarafından değerlendirilmesidir. Nitel ve nicel yöntemlerin bir arada kullanıldığı bu çalışmada karma yöntem kullanılmıştır. Araştırmanın nitel boyutunu öğrencilere yönelik yapılan etkinliklerin veliler tarafından değerlendirilmesi oluşturmaktadır. Bu amaçla yarı yapılandırılmış görüşme formu kullanılmıştır. Araştırmanın nicel boyutunda öğrencilerin okuma ve yazmaya yönelik tutumlarını geliştirmek için hazırlanan etkinliklerin öğrencilerin okuma ve yazmaya yönelik tutumlarına etkisinin incelendiği tek grup ön test- son test zayıf deneysel desen kullanılmıştır. Deneysel çalışmanın uygulandığı denek grubunda bulunan 29 öğrencinin çalışma öncesi ve sonrası okuma ve yazma tutumu öntest-sontest sonuçları arasında bir fark olup olmadığını ortaya koymak için yapılan ilişkili örneklemler için t-testi (Paired Samples t-Test) sonucunda, deneysel çalışma öncesi yapılan öntest puan ortalaması ile deneysel çalışma sonrası yapılan sontest puanları ortalaması arasında anlamlı bir fark görülmüştür. Test sonuçları deneysel çalışmanın okuma ve yazma tutumu üzerinde anlamlı etkisinin olduğunu göstermektedir. Ayrıca öğrenci velileri ile görüşme yapılarak deneysel çalışma hakkında görüşleri alınmıştır. Veli görüşlerine dayanarak deneysel çalışmanın büyük ölçüde amaçlarına ulaştığı ve başarılı olduğu söylenebilir.

In the study, the correlation between mother tongue knowledge and foreign language success has been analyzed. The study has been carried out in Gaziantep University Higher School of Foreign Languages. The sample of the study has covered 421 preparatory class students at Higher School of Foreign Languages. As a data collection tool through the study, the students were given a 60-item reading comprehension test, which was previously inquired by OSYM, in their mother tongue (Turkish). Afterwards, a 60-item foreign language proficiency test was conducted to reveal students’ proficiency levels. The students were distributed to three proficiency levels -namely A, B and C, according to their proficiency levels. Also, six midterm exams and twenty quizzes were conducted during the year. At the end of the year, the final exam of foreign language was conducted. As a holistic grade, 40% of the yearly grades and 60% of the final exam were taken. Consequently, the students’ foreign language proficiency levels were determined. All collected data was analyzed according to the data characteristics using analysis techniques (as Anova, Post-Hoc Test, Correlation and Partial Correlation) and use of SPSS in accordance with the purpose of the study, and the results were presented and interpreted on tables. A relational screening model has been used within the study, and the population has been used as a sample. Intergroup discrepancy and significance have been obtained and a comparison has been conducted. At the end of the study, it has been explored that there is a significant correlation between mother tongue proficiency and foreign language success. Furthermore, certain proposals have been presented with subject to this relationship as a result of the study.

Calismanin amaci; okullarda serbest kiyafet uygulamasinin ogrenciler ve ogretmenler acisindan degerlendirilmesidir. Calisma alani olarak; Gaziantep ve Kilis illerinde Tabakali Orneklem Secimi yontemiyle belirlenen ve sosyoekonomik duzeylere gore siniflandirilan bazi lise ve ortaokullar secilmistir. Toplamda 10 adet lise ile 15 adet ortaokul seviyesindeki egitim kurumlarindan secilmis olan 500 ogrenciden veri toplanmistir. Ayrica bu okullarda calisan 25 ogretmenin uygulamaya yonelik goruslerine basvurulmustur. Bu amacla; ogrenciler icin bir olcek ve bir anket kullanilmis; ogretmenler icin de yari yapilandirilmis gorusme formu duzenlenmistir. Arastirma modeli olarak ise nicel ve nitel arastirma yontemleri birlikte kullanilmistir. Nicel kisimda tarama, nitel kisimda durum calismasi yontemi kullanilmistir. Calisma sonucunda ogrencilerin, okullarda serbest kiyafet uygulamasina gecilmesi yonunde alinan kararin; okullarda guvenlik zafiyeti doguracagina, okul harcamalarini (ekonomik boyut) arttiracagina; devam-devamsizlik, psikolojik, ve sosyo-ekonomik alanlarda cesitli etkiler yaratacagina dair ortak kanaatler gelistirdigi gorulmustur. Arastirmanin diger kolunu olusturan ogretmenler okullarda serbest kiyafet uygulamasini uygulanabilirlik acisindan yerinde bulmamislardir.

Nowadays, it is essential for teachers to renew themselves, change and continually pursue excellence. Thus, the core purpose of this study was to determine public and private school teachers’ views on professional image and influential factors. Within this framework, the overall objective of this study was to reveal teachers’ views on professional image, factors influencing this image, teaching profession status, profession dignity, teacher qualification and personal image. The study was based on a qualitative research design. In order to reveal different dimensions of the problem and give voice to different views, the research group was formed by 25 participants on the basis of maximum variation sampling. A semi-structured interview was conducted in the study. The data obtained from interviews were analyzed with descriptive analysis in accordance with semi-structured interview technique. The responses given by participants to each of the questions in interviews were analyzed and grouped in terms of similar and different characteristics. The views obtained from participants are presented in frequency (f) and percentage (%) on related tables, and their explanatory and indicative views were directly included into the findings. Teacher views based on factors influencing professional image were identified under the sub-theme of political figures as teachers are neglected by the government, and their profession is under-valued. On the other hand, the value and roles appointed to teachers by the Ministry, inconsistencies in education policies, ignorance of teacher views in studies, and forcing teachers into a passive position by over-vindication of students and parents are under the sub-theme of Ministry of National Education (MNE). From the interviews, the participants found teacher qualifications inadequate and considered the status as well as the prestige of the teaching profession to be low. ÖzetBu çalışmanın amacı: sürekli yenilenmenin, değişimin ve mükemmeli arayışın söz konusu olduğu günümüzde, kamu okullarında ve özel okullarda görev yapan öğretmenlerin mesleki imajlarına ilişkin görüşlerini belirlemek ve mesleki imaja etki eden faktörlerin neler olduğunu tespit etmektir. Bu genel amaç çerçevesinde öğretmenlerin mesleki imaj, mesleki imaja etki eden faktörler, mesleğin statüsü, mesleğin saygınlığı ve öğretmenlerin kişisel imaj hakkındaki görüşleri tespit edilmeye çalışılmıştır. Araştırmanın yöntemi ise nitel araştırma doğrultusunda olgu bilim deseninde tasarlanmıştır.Problemin farklı boyutlarını ortaya koyabilmek ve farklı görüşlere yer verebilmek amacıyla, araştırmanın çalışma grubu, örnekleme tekniklerinden maksimum çeşitlilik örneklemesi temel alınarak 25 katılımcıdan oluşturulmuştur.Araştırmada yarı yapılandırılmış görüşme formu kullanılmıştır.Yarı yapılandırılmış görüşme tekniğine uygun olarak, görüşmelerden elde edilen veriler, içerik analiz yöntemiyle analiz edilmiştir.Görüşmelerde kişilerin her bir soruya verdikleri cevaplar, birbirine benzer ve birbirinden farklı olma durumlarına göre analiz edilerek gruplandırılmıştır.Belirlenen görüşler frekans (f) ve yüzde (%) olarak ilgili tablolarda gösterildikten sonra katılımcıların açıklayıcı ve belirleyici görüşleri doğrudan alınarak bulgulara eklenmiştir.Mesleki imajı etkileyen faktörlere yönelik öğretmen görüşleri, siyasi aktör alt teması altında; hükümetlerin öğretmeni sahipsiz ve yalnız bırakması, öğretmene değer vermemesi yönünde tespit edilmiştir.Milli Eğitim Bakanlığı alt teması altında ise; Milli Eğitimin öğretmene yüklediği anlam ve roller, eğitim politikalarındaki tutarsızlıklar, yapılan çalışmalarda öğretmenlerin görüş ve düşüncelerinin alınmaması, veli ve öğrenci her zaman haklıdır anlayışı doğrultusunda öğretmenin pasif bir konuma itilmesi olarak belirtilmiştir.Görüşmelerde katılımcılar öğretmenlerin niteliğini yetersiz bulmuşlar, öğretmenlik mesleğinin statüsünü ve saygınlığını ise düşük değerlendirmişlerdir.

Candidate teachers have several beliefs related to their knowledge, learning and teaching. The purpose of this study is to analyze the beliefs of candidate teachers about knowledge, learning and teaching. Candidate teachers were assigned a scale and from the answers “belief points” were obtained based on their attitudes about these three dependent variables. It is investigated whether or not there is a significant difference in candidate teachers’ belief points about knowledge, learning and teaching. In addition, this research aims to show to what extent they have these beliefs and predictive among these belief dimensions regardless of variable identification. The relational descriptive method is used in this study. The study was conducted on the 297 primary school candidate teachers selected as subjects of the research in the last year of their education. It is found out that the belief of teaching needs to be constructivist and learning depends on process and efforts are indirectly predicted by the belief on the relativity of knowledge. Similarly, traditional beliefs on teaching are directly and indirectly predicted by the belief that learning depends on effort and ability and the belief in objective and ultimate knowledge. Consequently, it is determined that individuals’ beliefs on knowledge, learning and teaching are highly interdependent.

The purpose of this study was to investigate the attitudes of the students toward teaching English. This research was conducted at 26 high schools in Gaziantep, Turkey. A questionnaire consisting of two parts for the students was used as the data collecting instruments for the research. In the first part of the questionnaire, there are questions related with personal traits of students. In the second part, there is a Likert type attitude scale. 414 students' questionnaires were taken into evaluation. The significance of differences between means was analysed using “t” test, Anova (one-way analysis of variance), Scheffe test and the data related to the opinions of the students were analysed by utilising frequency distribution on percentages. The validity was assured by means of factor analysis procedure and the reliability was assured using Cronbach Alpha measure. All these statistical procedures were carried out using SPSS software (10.0 versions) in windows for IBM platform. The findings of the s...

The purpose of this study was to investigate the effect of authentic assessment, an approach used in Scientific Research Methods, on problem solving skills of prospective classroom teachers. The participant groups of the study consisted of sophomore prospective teachers who study at Dicle University in the Ziya Gökalp Education Faculty Classroom Teaching Department during 2013-2014 academic spring term. The two classrooms in the department were randomly assigned as experimental group (Group B) and control group (Group A). The experimental group was given authentic tasks and asked to do them group work. The authentic tasks fulfilled by prospective teachers were analyzed in accordance with the authentic assessment approach. Authentic assessment tools such as self-assessment, group assessment, portfolio assessment, teacher-peer assessment, weekly performance assessment, and student journals were used in the experimental group. Meanwhile, control group activities were based on a subject-oriented curriculum design and teacher-centered traditional practices and assessment were carried out. Methods like verbal lectures, discussions, and question-answers were used. In addition, the evaluation process was conducted on the mid-term exam essay in traditional sense. While the pre-test and post-test results of the experimental group indicate a statistically significant positive difference for the post-test, the difference between pre- and post-test results for the control groups were not found to be statistically significant. Moreover, a comparative analysis of adjusted post-test results based on pre-test results of experimental and control groups indicated a statistically significant positive difference in favor of experimental group.