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A workshop format is often the professional development (PD) model used by educators; however, research shows that workshops are often not sufficient to change educator behavior. Additionally, including caregivers in PD can promote shared decision-making and support children's transfer of skills between home and school environments. This pilot study examined the effectiveness of a PD intervention delivered to caregiver-educator teams that included team-based coaching to target adults' use of evidence-based strategies delivered in a planned instructional sequence (i.e., CPR - create a communication opportunity, prompt as needed, respond to child communication) designed to support reciprocal interactions with children and use of aided augmentative or alternative communication. Using a multiple baseline across five caregiver-educator-child triads, the effect of intervention on adults' percentage of correct CPR cycles was compared to a baseline condition in which adults learned isolated strategy implementation in a workshop format. Five adults showed positive behavior changes when intervention was implemented at three different time points, demonstrating promise of the intervention; however, for reasons discussed herein, the study produced mixed results. Results are consistent with prior research, and may be useful to administrators, educators, or families interested in PD and collaboration across home and school settings. [ABSTRACT FROM AUTHOR]

This qualitative case study examines the Peace Case in its historical context and scrutinizes the complexities. Ms Butera, who became known as the 'peace teacher', had to deal with in the aftermath of her remark 'I honk for peace' in her classroom. Drawing from the fields of peace education and educational leadership and policy studies, the study aims to shed light to the dominant dynamics in the case, especially those that might be discouraging teachers to integrate the potentially controversial themes related to war and peace into their curricula. To this end, it first discusses peace education as a controversial issue and illustrates several facets of peace education that make it controversial. Following this, an analysis of a post-Garcetti case, which is known as the 'Peace Case', is presented. As this analysis sheds light on several implications regarding peace education as a controversial issue and teachers' freedom of speech in the classroom, these implications are presented for teacher educators in the final section. While scrutinizing the challenging nature of present public schooling through Ms Butera's struggles, the study uncovers the possibilities of peace education practices even in an oppressive system of schooling through robust teacher education programmes equipping teachers with powerful skills and capabilities required for transformative educators. [ABSTRACT FROM AUTHOR]

This paper investigates the relationship between commodity prices and world trade uncertainty for the period of 1996Q1–2019Q3. World Trade Uncertainty Index (WTU), developed by Ahir et. al. (2018), and Commodity Price Index for the United States of America (USA) have been used in the analyses. For analyzing this relationship Continuous Wavelet Transform (CWT), Wavelet Coherency (WTC), and Wavelet Power Spectrum (WPS) techniques have been applied in the paper. Results indicate that there are strong noises for WTU between 2009–2010 and 2015–2016; for CPI between 2008–2009 and 2015–2016 and between 2008–2009 and 2017–2018 with a positively correlated and significant causal prediction. • Commodity prices and world trade uncertainty relationship is analyzed. • Wavelet Coherency (WTC) technique is applied in the paper. • Results indicate that there are strong noises for WTU for certain periods. [ABSTRACT FROM AUTHOR]

Inspired by their goal for a well-rounded education in a world that has become more globalized, an increasing number of schools in the United States, Europe, and other parts of the world have been adapting the philosophy and curricula of international schools. While there have been several studies to support Diploma Program as an established curriculum at the senior high school level, there has been little evidence that would support any particular curriculum at the junior high school level. The purpose of this study was to investigate the relationship between external examination scores of International General Certificate of Secondary Education (IGCSE) and those of Diploma Program. A purposive sample was drawn from high school students who attended an international school in a major metropolitan city in Turkey. Data were analyzed with multiple regression approach. Statistically significant and relatively strong relationships were found between external examination scores, both in mathematics and science. [ABSTRACT FROM AUTHOR]

The Environmental Impact Assessment (EIA) Directive first entered into force in the United States in 1969, and began to be implemented in many other countries by 1990. The first Environmental Impact Assessment (EIA) Directive in Turkey was published on February 7, 1993, under the Environmental Law No. 2872. The EIA Directive was revised seven times on June 23, 1997, June 6, 2002, December 16, 2003, July 17, 2008, October 3, 2013, and November 25, 2014. Several amendments were made during this process. The first EIA Directive dated 1993 was narrow in scope and its procedure was long, while the amendments in 2003, 2008, 2013, and 2014 widened the scope of the EIA, and shortened the EIA assessment procedures. In this study, the amendments to the Turkish EIA Directive were analysed, and their effect on the number of EIA decisions made was addressed. It was concluded that the uncertainties in EIA procedures were removed, procedures were shortened, and as a result, the number of EIA decisions increased thanks to the revisions made in line with harmonisation with European Union (EU) acquis. [ABSTRACT FROM AUTHOR]

Standard accounts on Turkey’s foreign policy identify Molotov’s communication of 1945 (better known as “Stalin’s demands”) as the catalyst behind Turkey’s post-WWII decision to strain its relations with the USSR and turn to the United States (US) for defense support. The aim here is to complement these accounts which have stressed the military and ideological threat posed by the USSR as the catalyst behind Turkey’s foreign policy change, by offering an analysis that explores the conditions of possibility for such change. The aim here is not to question the seriousness of the risks involved in failing to stand firm against the USSR in the immediate post-WWII period. Nor is it to dispute the appropriateness of Turkey’s search for “Western” allies at a time when its economic, political and military vulnerabilities were acknowledged by friend and foe alike. The following mediates through accounts that stress the military threat and those that emphasize the ideological threat and presents an analysis that looks into the production of representations of the USSR as a “threat” to Turkey and the context which allowed for the production of such representations of the USSR. [ABSTRACT FROM AUTHOR]

The externally oriented and military-focused conception of national security does not fare well when accounting for the insecurities Turkey has shared with other developing countries. Yet, throughout the Cold War era, there was little discussion on the limited relevance of such standard concepts and theories of International Relations when accounting for Turkey's insecurities. The article seeks to explain this with reference to a prevalent policy concern of the time: locating Turkey firmly in the "West". Scholarly writings on security during this period, the article suggests, helped to locate Turkey in the "West" through representing its concerns as aspects of "Western" security - but not as concerns typical to developing countries. The point being that throughout the Cold War, representations of Turkey as a "junior partner" of the United States in the fight against communism not only helped to (re)produce its "Western" identity but also underlay the production of writings on security in Turkey. The article falls into three parts. Part I discusses the issue of misfit between International Relations concepts and theories and "realities" of the developing world and emphasises the significance of historical context for understanding why and how theories and concepts travel between worlds. Part II looks at how the issue of the (ir)relevance of standard concepts and theories was treated in Turkey's International Relations literature during the Cold War. Part III looks at the 1990s debates on Turkey's conception of national security. [ABSTRACT FROM AUTHOR]

This article examines the rise of various representations of postcolonial states to highlight how thinking and practice that arose and prevailed during the Cold War still persists in the present ostensibly post-cold war era. After initially outlining the historical construction of the social sciences, it is shown how the annexation of the social sciences evolved in the early post-World War II and cold-war era as an adjunct of the world hegemonic pretensions of the USA. A critique is then developed of various representations of post-colonial states that arose in the making of the 'Third World' during the cold-war annexation of the social sciences. Yet such practices still persist in the present, as evidenced by more contemporary representations of post-colonial states commonly revolving around elements of deficiency or failure, eg 'quasi-states', 'weak states', 'failed states' or 'rogue states'. A more historicised consideration of post-colonial statehood, that recasts conceptions of state-civil society antagonisms in terms of an appreciation of political economy and critical security concerns, offers an alternative to these representations of 'failed states'. By historicising various representations of 'failed states' it becomes possible to open up critical ways of thinking about the political economy of security and to consider alternative futures in world order. [ABSTRACT FROM AUTHOR]

The article presents an empirical investigation of invariance and discriminant validity of a leadership model across two very divergent cultures: the U.S. and Turkey. The topic of leadership has received considerable attention in the literature for many years. Although discussions related to leadership date back to both Greek and Latin classics and writings of ancient Chinese philosophers, there has been no consensus concerning what constitutes leadership. For example, leadership has been defined in terms of individual personality traits, leader behaviors, responses to leader behaviors, interpersonal exchange relationships, task goals, follower perceptions, organizational culture and nature of work processes. The past two decades have witnessed the rise of many new leadership theories with particular focus on how leaders impact structure, culture and performance within organizations. Recently, a "cultural contingency" approach to leadership and organizational behavior has attempted to extend the transformational leadership approach by focusing on values and beliefs of followers often associated with national culture.