Ph.D. Theses
Permanent URI for this collection
Browse
Browsing Ph.D. Theses by Author "Caner, Ayşe."
Now showing 1 - 3 of 3
Results Per Page
Sort Options
Item Academic writing and the experiences of graduate students and supervisors/advisors :|the case of educational studies(Thesis (Ph.D.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2022., 2022.) Toprak, Ziya.; Caner, Ayşe.; Gök, Fatma.This study questions quality and experiences of graduate writing in the field of educational studies. A typical graduate work has three basic components; the writer, the advisor and the text. By using two-phase research, the present study investigates all three components. The first phase of the research examines the quality of graduate theses written in the field of education studies. The quality examination is done by using a plagiarism detection software with respect to two parameters; similarity and plagiarism. 600 theses and dissertations written in the field of educational studies are analyzed. Findings show that the mean similarity index of the sample is 28.58%, which is significantly higher than the mean threshold. The rate of theses and dissertation having high-level plagiarism is 34.5%. The second phase of the study deals with the experiences and perceptions of academic writing among graduate students, and advisors’ perceptions of academic writing and their advising practices by conducting in-depth interviews. 12 advisors and 24 graduate students are included as participants. MAQXDA, a qualitative data analysis program, is used for the content analysis of interviews. Findings show that advisors and students have a difficulty in grasping requirements of academic writing. Participants regularize and understand from academic writing an epidemic conception of writing, which repeats itself across different cases while making limited contribution. It has been suggested that the genre qualities of academic writing in the field of educational studies can explain the theses and dissertations plagiarized and having originality issues.Item Family education policies in Turkey :|a critical discourse analysis of a family life education program(Thesis (Ph.D.)-Bogazici University. Institute for Graduate Studies in the Social Sciences, 2020., 2020.) Günaydın, Ayça.; Caner, Ayşe.; Gök, Fatma.The purpose of this study was to examine the construction of family within the Family Education Program (FEP) of the Ministry of Family, Labor and Social Services. This qualitative study utilized Critical Discourse Analysis. Seven textbooks from the field of family education and communication were chosen for the analysis. FEP posits a claim to “strengthen and protect” the family and improve its wellbeing through education. This study reveals that the authors utilized a number of textual instruments to normalize the nuclear family as a privileged institution in society. In the texts a heteronormative discourse with an emphasis on reproductivity is reinforced. It is also apparent that no attention is paid to diverse families from different social, economic, and cultural backgrounds. The study also reveals that women were presented as the primary care providers in the family. In this regard, it is argued that the lack of progressive or critical approaches to the conceptualization of family inhibits a wider understanding of families and therefore limits understandings of needs and educational practices available. It is concluded that by understanding multiplicity, complexity, and diversity of families it becomes possible to envision new opportunities for support and education.Item Seeking education beyond refuge: An analysis of Syrian parents’ perspectives of their children's education in Istanbul(Thesis (Ph.D.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 2017., 2017.) Beyazova, Ayşe.; Caner, Ayşe.; Gök, Fatma.This study is an inquiry into the experiences of Syrian refugee parents in their pursuit for education in Istanbul for their children. Aiming to analyze the ways their parents struggle for acquisition of cultural capital for Syrian children, this thesis explores the possibilities and constraints encountered within the education system as well as the resources and strategies Syrian parents put into use as a response. A qualitative study was conducted through grounded theory methodology. The study suggests that children’s education has a significant precedence in refugee families’ lives but their overall living conditions full of deprivation have adverse influence on children’s education. The study also reveals parents’ dilemma of school choice between public schools and Temporary Education Centers nourished by the possibilities and constraints that two different school choices bring about. Some parents reported better experiences for their children’s educational inclusion in public schools. Acquisition of Turkish before school, extracurricular support in learning Turkish and other studies, having Turkish friends in and out of school, attentive treatment by teachers and strong parental involvement were particular aspects of these children’s educational lives. However Syrian refugee families’ resources to mobilize in response to the challenges against educational inclusion of their children is considerably scarce and the language barrier is a common obstacle ahead of all their strategies. Still, parents struggle to make use of their cultural and social capital, learn together with their children, engage with schools at differential levels and find ways to draw resources from the school.