The fact that gender studies at the academy focuses on women is due to the fact that women are more disadvantaged than their male colleagues. Women academicians are researchers, teachers, even if the numbers are few, they are the administrators, the parents, and the wife and the list can be extended. However, the disadvantages women experience in academia can be an advantage for men. For this reason, it may be a more holistic approach to create a theory for male academics to take advantage of. In this study, it was aimed to portray the difficulties of being a female academician in Turkey in the light of national and international literature. In addition, the picture reveals a relatively different female academics profile in Turkey, especially in the developed western countries. According to this, being a female academician in Turkey requires confronting the main responsibilities of gender roles such as multiple responsibilities, non-representation in management, and minority in areas of higher interest such as science. However, it will not be right to put the low representation of female academics, particularly in the administrative processes and in the fields of science into gender-only perceptions. This may be due to natural gender and female scholars’ own preferences. The in-depth study of the field will be clarified. Despite all the negative situations, female academics are happy in Turkey, satisfied with their work and love to be academics.

In this study, the practice of open and distance learning of laboratory applications which have an important place in education is discussed. The fact that learners in open and distance learning are away from learning resources has made it necessary to develop different solutions for laboratory applications. Looking at the historical process, it has been seen that various methods are used to obtain appropriate learning outputs in the disciplines that require laboratory applications. Intensive face-to-face laboratories, home experiment kits, and mobile laboratories, where learners can physically interact with and perform their laboratory instruments and equipment; Virtual laboratories, remote laboratories and virtual computing laboratories, where 21st century technologies are used, are at the forefront of these methods. Within the scope of the study, the advantages and limitations of these laboratory applications for open and distance learning are discussed.

The purpose of the study was to examine the the predictive power of authenticity on emotional well-being (positive-negative affect) among Turkish and English university students. The study consisted of two groups of student participants. The first group involved 108 (56 males and 52 females) Turkish university students from Gazi University. Foreign students were not included in this group. The second group comprised 90 (39 males and 51 females) English university students from Middlesex University. Positive- Negative Affect Scale, Authenticity Inventory, and Personal Information Form were used as data collection tools. Results showed that both Turkish and English university students’ positive and negative affect were significantly and independently predicted by authenticity. English university students’ authenticity and negative affect scores were found to be higher than Turkish students’ scores. The result showed that there was no difference in terms of authenticity and positive-negative affect among females and males. However, a comparison between the females and males of Turkish and English university students indicated that both Turkish females and males had lower authenticity and negative affect scores compared to their English counterparts. For positive affect, no such difference was observed. These findings were discussed in relation to the study’s limitations, previous studies and culture dimension. It is considered that the results will contribute to the psychological counselors who want to prepare a counseling program on affective well-being and to the researchers who want to examine other possible dynamics of cultural difference (education system, national politics, economic development, urbanization, migration, intercultural interaction, beliefs, parental attitudes, etc.)

Middle-income trap is a status of stagnation in economic growth when countries reach middle-income levels in the simplest terms. The country has to enter into a process of fundamental restructuring in its economy in order to reach high-income from the middle-income levels. This restructuring process should be technology and innovation centered. On this regard, it is important to note that it would be the privilege of only a handful of countries which can afford to invest large enough research and development funds and facilities in the world economy; this is all about scale economies and only limited number of achievers would be able to get into the premier technology and innovation league. Under this competitive environment one of the most critical conditions of this restructuring process requires the most effective usage of national resources particularly human capital for higher education and technological production. This research takes development and middle-income trap concepts from the economics and combines them with the international relations discipline; thus, it concentrates on the role of higher education system regarding innovation and technology production in an interdisciplinary way. In the mainstream international relations theories one of the most important assumptions is that there is no centralized world government; and due to this fact states try to take every necessary precaution to protect their own security and interests in an anarchic global system based on brutal competition. From this perspective this research concentrates on the position of higher education systems in the production of technology and human capital, as well as in national innovation strategies, of countries targeting high income groups like Turkey. A systematic analysis is carried out in the context of the development of human capital which is the most important factor in the higher education system and national innovation strategy of Turkey which has the aim of achieving high income and human development levels. Inputs, outputs and process control stages of Turkey’s higher education system are elaborated. Research questions to be answered are “Should the global political economy is considered with a holistic view in the context of information economy and interstate competition where one might locate the position of Turkey?” Additionally, what could Turkey do to move its position to advanced levels? What types of reforms have successfully been completed in the higher education and national innovation policies in those few countries that have managed to overcome the middle income trap? What does Turkey need to do to achieve high human development and advanced income levels?

This study is a descriptive study and aimed to determine the structure of natural polyphony existing in Turkish Folk Music and the process after the Republic when an effort was devoted consciously to polyphony and its use in musical education. Polyphony in TFM can be seen densely in folk instruments. In this respect, it can be stated that there is a need for a secondary instrument (“polyphony”) to accompany with those played by folks. There is an understanding of accompanying in most folk instruments. However, polyphonic structures existent in Turkish Folk Music are spontaneous (“self-induced”) elements and therefore they are at basic level. After the foundation of Turkish Republic, Turkish Folk Music was evaluated differently by several musicians in polyphonic approaches. Today, such a branch called polyphonic Turkish Music was developed by composers and researchers and attained its place in musical education.

Quality of life is affected by people’s cultures, situations, expectations, goals, standards, and value systems. This study aims to determine the quality of life of students in terms of their relations with academicians, other students and administrative personnel, opportunities offered by the university, and their satisfaction level with their university in three major Turkish universities in 2016-2017 academic school year. A total of 417 participants including 131 males and 286 females were selected through a non-random selection. The study included a mixed method approach. The survey model of descriptive method was used in the quantitative part of the study. The qualitative part of the study included a semi-structured interview technique involving open ended questions. The quantitative data was analyzed according to the research questions using one-way analysis of variances (ANOVA), Pearson’s correlation, and stepwise regression analysis. In addition, content analysis method was employed to analyze qualitative data. The findings showed that university students were uncertain about factors affecting their quality of life.

The purpose of this study was to investigate the university students’ problem solving skills that they face in their romantic relationships in terms of on empathy and mental well-being levels of these individuals and some demographic variables. Data were collected from 284 female and 226 male, a total of 510 students studying at Recep Tayyip Erdogan University in 2016-2017 academic year autumn semester. The personal information form designed by the researcher, Problem Solving in Romantic Relationship Scale for Adolescents, Basic Empathy Scale, Mental Well-being Scale were used to collect data. Pearson correlation, multiple regression from relational research methods and independent samples t test from comparative research methods were used. Data was analyzed using SPSS 24.0 package. It was found that there was a positive but low level relationship between empathy and mental well-being. It was also found that there was a negative low level relationship between empathy and emotional and physical abuse, a positive but mid-level significance between empathy and tendency towards the problem. There was a negative low-level significant relationship between mental well-being and physical and emotional abuse, a positive mid level significant relationship between mental well-being and tendency towards the problem. A multiple regression analysis was conducted by assuming that empathy and mental well-being explain the problem solving skills in romantic relationships based on the relationships and theoretical framework. Based on the multiple regression analysis results, empathy and mental well-being has a mid-level relationship between with tendency towards the problem subscale, explain 19% of the variance and has a significant contribution to the model. Based on the demographic variables, tendency towards problems differs in a significant level towards females. When examined based on the previous relationship status, problem solving skills significantly differed for people who had a relationship at least one rather than people had no prior relationship experience. When examined based on the current relationship status, problem solving skills were found significantly higher for people who had a relationship rather than people had no relationship. The reason for such outcomes are thought that individuals neglect ration but use emotions. In the light of these results, it can be said that different psychological and demographic variables are effective in problem solving skills in romantic relationships.

The aim of this study is to adapt the Learning Motivation in Computer Programming Courses Scale developed by Law, Lee ve Yu (2010) to Turkish. In order to determine its validity and reliability, the scale consisting of 19 six-point Likert-type items within six factors (individual attitude and expectation, challenging goals, clear direction, reward and recognition, punishment and social pressure and competition) was applied to 312 engineering faculty students at a private university. When the results of the confirmatory factor analysis were examined, it was confirmed that the scale had six factors, and the goodness of fit indices are at an acceptable degree. The reliability of the scale was assessed by the Cronbach alpha internal consistency coefficient. The Cronbach’s alpha coefficiencies were found to be 0.90 for the whole scale and between 0.71 and 0.83 for the factors. These results show that scale is a valid and reliable measuring tool for learning motivation in computer programming courses.

In this study, “understanding by design” model combined with model of motivational design was used to improve English-speaking skills of university preparatory school students and to increase their motivation. By using the design-based approach, the performance of students’ speaking skills was evaluated with different techniques in three cycles. The mixed method, in which the qualitative method dominated, was used in the study. The researcher observation form and student reflection report were used throughout each cycle. In the first cycle, presentation activity was done and it was found that word knowledge was effective in speaking. A peer form, an observation form and reflection reports of the students were used as data collection tools. However, because of students’ poor performance at some points in the presentation activity, it was supported by a debate activity in the second cycle. In this regard, students thought that it was useful for them to speak fluently and be active in the classroom. The observation form and reflection reports of students were used as data collection tools. In the third cycle, ‘role-play activity’ was used by taking account of its effectiveness with smaller groups and extra time. A peer form, an observation form and reflection reports of the students were used as data collection tools. At the end of the design, the focus group and individual interviews were made with the students. Finally, the data which was obtained from teachers’ and students’ views showed that the design increased motivation and improved students’ speaking skills.

Thinking is a versatile and complex process. It begins with the birth of man and continues until his death. The important thing is how and in what ways this time is spent. The more accurate the thinking process is, the more accurate and smooth the way of communication and life will be. It is through reason and logic that the proces progresses in this way. Especially when logic is considered as a form of thinking, a kind of thinking called logical thinking emerges.It is a thought that forms the basis of correct thinking by making use of reasoning forms, making comparisons and making conclusions by making proposals with concepts. However, when the literature is reviewed, it seems that the information about this thinking is insufficient and incomplete. With the aim of uncovering these insufficiencies and compensating for them, collecting data about logical thinking with the use of interviews is the main purpose of this study. For this reason, 22 academicians having different titles and working at different departments in Atatürk University Kazim Karabekir Education Faculty during the fall semester of 2016 - 2017 academic year were interviewed. The data were collected through a questionnaire consisting of 4 open ended questions. Content analysis was used for the analysis of the data. The findings showed that academicians held different opinions about logical thinking. It was revealed that logical thinking is a process of reasoning, helps to make inferences and to establish a cause-effect relationship. It also prevents mental disorders and emotions, and it is effective in decision-making processes and in improving the quality of life at the same time.

Academic staff working at universities have to carry out scientific researches as well as having the teaching load. Meanwhile their families’ expectations cause them to have conflicts with their work and families. The aim of this research is to determine the relationship between work and family burdens according to the perceptions of academics and the conflicts they have experienced between their work and their families. The data of the study were collected via an online questionnaire with the participation of academicians from Pamukkale University and Usak University. According to the results of the research, the academicians have a moderate level of work and family load, and at the same time they have a moderate level of work-family and family-work conflict. According to the results of the correlation and regression analyzes performed, a positive moderate relation was found between workload and work-family conflict. Work and family load is a significant predictor of work-family and family-work conflicts.

As in all areas, there is a need for innovations for better education in medical faculties. These innovations manifest themselves in more widely used educational materials and methods. In this study, it was aimed to determine the effect of using visual and different educational materials and methods in learning lessons which may be difficult to understand like anatomy. At the Istanbul University Cerrahpasa Faculty of Medicine, in the course of application of topographical anatomy in the academic year of 2016-2017, pictorial work instruction manuals, documents containing a working directory, video images were utilized and dissections were made after the course with students, quizzes were applied unlike other board practice courses. A survey study was conducted by 106 students in order to learn the contribution of the different educational materials and methods used in teaching and learning and to be able to realize the needs of students more. It is aimed to continue the good with feedbacks and to develop new forms of teaching in order to overcome the deficiency.

The aim of this study is to carry out the validity and reliability study, and the adaptation of the “Cynical Attitudes towards Collage Scale” to Turkish developed by Brockway, Carlson, Jones and Bryant (2002). Study group 1 includes the linguistic equivalence study conducted to determine the consistency between the Turkish and the English form of Cynical Attitudes toward College Scale. The study group 1 constitutes 3rd grade teacher candidates of English Language Teaching Department at Nevsehir Haci Bektas Veli University in the academic year of 2016-2017. In study group 2 constitutes teacher candidates who are studying in the 3rd and 4th grades of Education Faculty departments of Science Education, English Language Teaching, Mathematics Education, Early Childhood Education, Elementary Education, Social Science Education, Turkish Language Education and Psychological Counseling and Guidance at Akdeniz University in the academic year of 2016-2017 who were determined based on convenience sampling method. Based on the findings, it can be said that the Cynical Attitudes toward College Scale is a data collection tool suitable for assessing cynical attitudes towards a higher education institution of students. Students who are studying in academic units of other higher education institutions can use this scale, which is adapted based on the view of students of a state university education faculty.

The aim of this study was to investigate the association between attitudes toward the disabled and social desirability among university students as well as examining attitudes toward the disabled based on sociodemographic characteristics. A total of 190 students who were studying at various universities in Izmir completed the sociodemographic information form prepared by the researchers, the Attitudes Toward the Disabled Scale, and the Social Desirability Scale. According to statistical analyses, the social desirability score correlated only with the “compassion” subscale of the Attitudes Toward the Disabled Scale. Total scores indicated that females had more positive attitudes toward the disabled compared to males. Participants who were studying at foundation universities had higher social desirability scores compared to those studying at public universities. Finally, state university students scored higher on the “resource distribution” subscale of the attitudes toward the disabled scale compared to foundation university students, meaning that state university students had attitudes that were more positive toward resource allocation for the disabled.

Cultural theory suggests subtle and complex interactions between individual and the culture. We tested the academicians’ individual role to understand the nature of this interaction so that we intended to make a new contribution into a body of existing knowledge from a different cultural context. We used academic culture scale and academicians’ professional well-being scale as data gathering instruments, which were implemented in 2016 spring term. By using multiple regression analysis and path analysis, we analysed data belonged to 303 academicians selected by cluster and random technique. We found a reciprocal impact between culture and individual, and we also identified much more powerful effect of perceptions of academicians’ professional well-being representing the individual characteristics on the academic culture. Thus, we had a result supporting individualistic views in ongoing historical debate. Based on the findings, designing incentive mechanisms and introducing rules and responsibilities appeared as two administrative tools in forming academic culture. In addition, we suggested that if academicians have better collaboration and their accomplishments are recognised, academic culture would be more positive.

Ögrenme çok boyutludur, dogasi geregi sürekli gelisir ve çesitli faktörlerden etkilenerek yasam boyu sürer. Bu faktörlerden biri olan ögrencilerin zihinsel yasantilari ögrenme sürecini besler ve tamamlar, çünkü ögrencilerin ögrenmeye iliskin bakis açilari kendi ögrenmelerini sekillendirir. Yanlis yorumlamalar veya olumsuz inançlarin da bu süreçte sekillendirici etkisi vardir. O nedenle, çalismanin amaci yabanci dil olarak Ingilizce ögreniminde üniversite ögrencilerinin yasadiklari ögrenilmis çaresizligi ve bunun arkasindaki nedenleri incelemektir. Veri Türkiye’deki bir devlet üniversitesinden toplanmistir ve katilimcilar amaçsal örnekleme yöntemi ile seçilmistir. Çalismanin katilimcilari üniversitede birinci, ikinci, üçüncü ve dördüncü sinifta okuyan ögrencilerden olusmaktadir. Veriler Ögrenilmis Çaresizlik Ölçegi, ögrenilmis çaresizlik açik uçlu anketi ve konu ile ilgili hazirlanmis nitel bir tablo ile toplanmistir. Nicel data SPSS programi ile analiz edilmis olup, nitel veri içerik analizi ile incelenmistir. Bu yönüyle çalisma, karma arastirma modelini kullanmistir. Çalisma sonucunda ögrenilmis çaresizligi olan ve olmayan olarak iki grup bulunmustur ve ögrencilerin dil ögrenen olarak öz kavramlari ile birlikte Ingilizce ögreniminde çaresizlige yönelik inançlari sunulmustur.

It is a fact that academic incentive payment gives academicians an impetus for scientific activities. However, with the academic incentive payment, the views of academicians need to be determined on how scientific activities are affected. The main purpose of this study is to determine the opinions of the academicians working at the Giresun University Faculty of Education about the impact of the academic incentive payment on the academic activities they have done. The research was carried out at Giresun University Faculty of Education at the end of the fall semester of 2016-2017 and 34 academicians working in the Faculty of Education participated in the research. A questionnaire consisting of nine open ended questions was used as data collection tool in the research. The academicians stated the positive contributions of academic incentive payment to scientific activities as the increase in the number of publications, and therefore the increase in the number of citations, the increase in the number of proceedings at least a few by some academicians who have not been engaged in scientific activities for years, and an increase in project participation. The long publication period of the journals, thus, the preference of the paid journals that return in a shorter period of time, the existence of academicians citing each other, and the attendance of the international symposiums/congresses which are increasing uncontrollably in last years with more than one proceeding can be indicated as the reasons of negative views of the academicians about the practice. In order to eliminate these negative situations, it is necessary to make the guidelines clearer for every field and to modify/improve some of the criteria.

The relevant literature reveals no consensus on whether new vocabulary items should be presented in semantic or semantically-unrelated sets in L2 classrooms. Actually, there is an excessive amount of research evidence on the interfering effect of teaching semantically-related words at the same time. However, the majority of these studies have been carried out under strictly-controlled laboratory conditions, so there is still need for more classroom research on this controversial issue. The present study aims to investigate the effects of presenting novel words in lexical sets versus semantically unrelated sets on students’ acquisition of these words in a real classroom setting. The participants, 44 Turkish EFL learners, were taught 12 English target words in either semantic or unrelated clusters. The vocabulary instruction was given through pictorial flashcards accompanied by several sentential contexts, which supplied the participants with several meaningful encounters with the target vocabulary items. The results indicated that both types of vocabulary instruction provided EFL learners with effective recognition and production of the target words immediately after the treatments as well as two weeks later. These findings revealed no statistically significant difference between clustering words in semantic sets and unrelated sets. Hence, the current study did not find out any interfering effect of teaching semantically related words simultaneously in a real classroom condition.

The purpose of this study is to examine the metaphorical perceptions of international students in Turkey about multicultural education. The study group is composed of 117 international students who are studying in different cities in Turkey. Data were collected through face-to-face interviews and electronically. Descriptive analysis with a qualitative approach was used to analyze the data. The findings of the study indicated 76 metaphors produced by international students. These metaphors were grouped under six conceptual categories in terms of their common characteristics. For the definition of multicultural education, the metaphors of “rainbow (n=17)”, “garden (n=7)” and “sea” (n=5) were mostly used. Additionally, it has been identified that metaphoric perception of both general and some demographic variables such as gender and educational level are compatible.

The aim of the study was to determine academicians’ and students’ perspectives on university counseling centers. The study consisted of seven academicians and 40 undergraduate students. Academician and student perspectives were investigated with the use of semi-structured interview forms. The interview form for the academicians included four open-ended questions while the student interview comprised seven open-ended questions. According to the results of the study, it was either that based on the academicians’ and students’ opinions, university counseling centers did not provide enough service or the academicians and students did not have an idea about this topic. Academicians stated that students mostly sought help for romantic relationships, family issues and vocational issues. Students, on the other hand, indicated that they needed help with their exam anxiety and personal issues at most. Academicians also needed guidance on acquiring the skills to communicate effectively with their students and on directing their students to psychological services. Students preferred having the counceling center in the faculty where they studied or in a location within easy reach. The large majority of students stated that they would seek help from such a counceling center and regularly allocate time to psychological services if their university had these centers. Participating students also indicated that they would most likely apply to these centers for such topics as career counseling and exam anxiety and for learning to study regularly. While students mostly preferred receiving individual counseling services, this was followed by the students’ desire for receiving group counseling services.

The purpose of the study was to examine the views and experiences of university students on academic honesty. To this end, a phenomenological design, as a type of qualitative research, was used. The sample was selected through the method of maximum variation qualitative sampling and included 18 undergraduate students from different faculties at a state university in Ankara. The researchers prepared a semi-structured interview form and conducted interviews with students. Before the data collection process, the approval of the ethics committee was obtained; cognitive interviews were held; and expert opinions were gathered through cognitive interviewing to check the validity and clarity of the interview form. The qualitative data obtained from the interviews were analyzed using descriptive analysis. The findings suggested that most of the students were not adequately and specifically informed about academic honesty and they did not have any specific training on it. However, they knew the general content of academic honesty. The students listed the academic dishonesty behaviors that they mostly observed as cheating, using others’ academic work without citing, resubmitting an academic work/presentation they did earlier and copying from the Internet sources without citing. Moreover, the main reasons of academic dishonesty were reported as the desire to get higher grades and the inadequacy of the time given for studying for exams and for completing assignments. It was also revealed that the students were generally unresponsive to academic dishonesty behaviors. Lastly, the students indicated their need for more information and training on academic honesty to be provided by the faculty members and administrators.