Ferudun Sezgin

A Qualitative Evaluation of a Conditional Cash Transfer Program in Turkey: The Beneficiaries' and Key Informants' Perspectives

ABSTRACT Since the 2001 economic crisis, conditional cash transfers (CCTs) have been provided to poor families in Turkey to improve education and health outcomes of children. Under the framework of CCT programs, grants provide an incentive for poor households to use available basic social services. The aim of this study is to explore beneficiaries’ perspectives in relation to a CCT program in Turkey. The in-depth study design entailed semistructured qualitative interviews with beneficiary households and key informants. A total of 397 in-depth interviews were conducted. Analysis results suggest that the CCT program not only positively affected health and educational outcomes, but also contributed to the empowerment of women and improved the self-esteem and self-confidence of beneficiary children. Recommendations for future research are made including the need for an impact evaluation analysis that employs quantitative research methods designed to improve the provision and quality of the basic social services.

Öğretim Üyelerinin Yetiştiricilik Rolleri

Bu calismanin amaci, arastirma gorevlilerinin tez danismanlarinin yetistiricilik (mentoring) rollerini incelemektir. Arastirmaya Gazi Universitesi’ne bagli egitim bilimleri ve sosyal bilimler alaninda gorevli 252 arastirma gorevlisi katilmistir. Tez danismanlarinin yetistiricilik rolleri: 1) Ilgiye Dayali Rol; 2) Bilgiye Dayali Rol; 3) Kolaylastiricilik Rolu; 4) Yuzlestiricilik Rolu; 5) Model Olma Rolu ve 6) Yetisenin Vizyonunu Destekleme Rolu olmak uzere alti kategoride incelenmistir. Arastirma gorevlileri, tez danismanlarinin ilgiye dayali rolunu, kolaylastiricilik rolunu ve model olma rolunu; bilgiye dayali rolune, yuzlestiricilik rolune ve yetisenin vizyonunu destekleme rolune oranla daha yuksek duzeyde gerceklestirdiklerini belirtmislerdir. Yetistiricilik rollerinde, arastirma gorevlilerinin cinsiyetlerine, hizmet surelerine ve yasal statulerine gore anlamli farkliliklar olmamasina ragmen, bagli bulunulan birime gore anlamli farkliliklar bulunmustur. Ayrica, arastirma sonuclari, docent tez danismanlarinin, yetistiricilik rollerini, yardimci docent ve profesorlere gore daha yuksek duzeyde gerceklestirdiklerini gostermistir.

Örgüt Kültürü ve İklimi Çalışmalarının Sistematik İncelemesi: Bir İçerik Analizi

Bu arastirmanin amaci, Turkiye’de 2000-2016 yillari arasinda egitim bilimleri alaninda yayimlanan orgut kulturu ve orgut iklimi calismalarini belirli olcutlere gore incelemek ve arastirmalarin ne tur bir egilim gosterdigini belirlemektir. Bu amac dogrultusunda, arastirmada betimsel icerik analizi yontemi kullanilmistir. Arastirma kapsaminda, belirlenen olcutlere uyan 354 calismaya erisilmistir. Her bir calisma, arastirmacilar tarafindan gelistirilen kodlama formuna gore derlenmis ve kategorik cozumleme teknigiyle analiz edilmistir. Arastirma sonuclarina gore; orgut kulturu ve iklimi calismalari calisma konu alanlari, yayim yillari, yazar sayilari, yayim turleri, calismalarin gerceklestirildigi orneklem bolgesi, egitim kademesi ve kullanilan metodoloji acisindan benzer egilimler gostermistir. Ilgili alan yazina gore farkli etimolojik, epistemolojik ve metodolojik temellere sahip olmalarina ragmen bu iki arastirma alaninin benzer yaklasimlarla calisildigi gorulmektedir. Ulusal tarihsel surec incelendiginde, bu arastirma konularina yonelik arastirmacilarin ilgisinin artarak devam ettigi soylenebilir.

Öğretmen Adaylarının Bireysel ve Örgütsel Değerler ile Öğrencilerde Görmek İstedikleri Değerlere İlişkin Önem Sırası Algıları

The purpose of this study was to examine the relationships among prospective teachers’ importance rankings regarding their individual values, organizational values and the values they want to see in their students. This study also investigated the differences among the perceptions of participants on the value rankings by the variables of gender and views about the future of teaching profession. A total of 455 prospective teachers selected from final year undergraduate students studying at Gazi Faculty of Education using cluster-sampling method participated in the study. ‘Value Ordering Scale’ was used to collect the research data. Spearman’s rho correlation coefficients, Mann-Whitney U, and Kruskal-Wallis H tests were performed to analyze data. The research findings revealed that prospective teachers gave more priority to the values such as honesty, respect and trust. However, risk taking, participation, and cooperation were placed at the bottom of the list according to their importance. Moderate, positive, and significant relationships were found among prospective teachers’ individual and professional values and the values they wanted to see in their students. In terms of individual values, while empathy and trust were seen as more significant by female prospective teachers, males thought tolerance and risk taking were more important. On the other hand, although honesty and sensitivity were perceived as more important by males, female prospective teachers gave more importance to respect and responsibility as professional values. With regard to the values expected from students, female prospective teachers gave more priority to empathy, respect, and responsibility. Moreover, prospective teachers having negative thoughts about the future of the teaching profession perceived honesty as more significant. Several suggestions were made for improving the congruence between prospective teachers’ individual and professional values.