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Item Alienation of labor: perceptions of English language teachers at Turkish universities(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 2011., 2011.) Davarcı, Ebru.; Seggie, Fatma Nevra.This qualitative study aims to figure out what perceptions of English language teachers have about their own labor under the condition of labor as a commodity. Through these perceptions, this research tries to find the answers for the following research questions which are (1) What are the perceptions of English language teachers working in the English preparatory schools of public and private universities about their own English language teaching labor? (2) What are the perceptions of English language teachers about the extent of their alienation in their labor? (3) What are the perceptions of English language teachers about the factors that trigger their alienation in both contexts? (4) How do English language teachers respond to their alienation in their own labor? For this study, case study method was employed and data was collected through semi-structured interviews conducted with 12 participants in Turkish. All interviews based on single meetings were recorded and later transcribed and translated into English. As for the data analysis, all transcribed data were content-analyzed. Findings showed that all the participants chose to be an English language teacher because of perceiving this labor as something with an employment guarantee in a way; yet they also found teaching something monotonous which showed the alienated character of their labor since they weren’t content with it. As the majority of these participants dreamt about something else other than teaching till the end of their lives, they didn’t identify themselves with their life activity but were doing it involuntarily which made them have no control over it. Perceptions of feeling less secure in the workplace which was especially common among the females and trying to make oneself more productive with less workload and more time despite already being productive were the indicators of the extent of alienation of the participants in private context. Similarly, perceptions of feeling secure in public context were also the indicators of how alienated the participants were there because they were the contracted state employees who could be replaced any time but they were unaware of their situation. Also, perceiving students’ undemanding nature as a reason for unproductivity in the public context or again perceiving them as imposing different expectations on teachers in the private context, and perceptions about how technology eased their work showed both the students and technology as the triggering factors for the alienation of participants in both contexts. However, division of labor among the teachers which was believed to ease work and different forms of conflicting relationships with the colleagues were the triggering factors of the alienation of all participants. Regarding how they dealt with their alienation, participants of both contexts responded their alienation with extreme tiredness especially the mental one affecting their social and private life. What was seen as an advantage in public context was the opposite in the private one; yet what was seen as an advantage such as the job security or money being paid was in fact the thing causing and triggering their alienation. Additionally, the things participants didn’t like about being an English language teacher were indeed the factors triggering their alienation but they were unaware of that because of the loss of the reality.Item The construction of gender roles and motherhood: the case of ''the family education program for ages 0-18''(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 2011., 2011.) Günaydın, Ayça.; Gök, Fatma.This study is an attempt to understand family education policies in Turkey. By analyzing one of the popular family education programs implemented nationwide, “The Family Education Program for Ages 0-18”, the construction of motherhood ideology and the sexual division of roles in the family are questioned. The content analysis method is utilized in the study. The family letters that are distributed to the families as the learning materials during the education program are selected as the data of the study. Regarding the attempt to understand family education policies, the first aim of the study is to analyze the definition of the family in the education program. The question of how the term “family” is defined in the documents of the program is asked in order to examine the characteristics of the family highlighted in the program. Secondly, so as to understand the sexual division of roles in the family, the roles attributed to the family members in the program are questioned, and the roles and responsibilities of fathers, mothers and the children are studied. Lastly, to distinguish the strategic position of women in shaping families, the ideology of motherhood emphasized in the program is analyzed. To conclude, the content analysis of “The Family Education Program for Ages 0-18” reveals that the sexual division of roles in the family and the ideology of motherhood that restricts women‟s mobility and burdens them with the responsibility of nurturing and caring are reproduced in the education program. In that sense, it is concluded that “The Family Education Program for Ages 0-18” serves for the continuation of patriarchal relations that strengthen women‟s subordination in the family. Lastly, it is highlighted that whilst the “family” as an institution is aimed to be supported and protected by the government‟s education policies, the rights of individuals as women and men in terms of gender equality are ignored.Item Perceptions of quality of life in children with learning disabilities(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 2011., 2011.) Sakız, Halis.; Sart, Zeynep Hande.This study investigated the difference between children with Learning Disabilities (LD) and children without LD in terms of their perceived quality of life. Children with LD and children without LD matched in terms of age, gender, income level and GPA. Children ranging from ages 8 to 15 were selected purposefully from two districts of Ġstanbul (n=240). Children‟s perceived quality of life was measured by the Questionnaire for Measuring Health-Related Quality of Life in Children and Adolescents – Revised Version (KINDL-R) Turkish Form and perceived quality of life of mothers, who had children with LD, was measured by World Health Organization Quality of Life Assessment (WHOQOL-BREF) Turkish Form. In addition, Learning Disabilities Screening Measure was used to gather data from classroom teachers about children with LD. Results of the study showed a statistically significant difference between self-perceived total quality of life of children with LD (M=53.2, SD=12.9) and quality of life of children without LD (M= 71.7, SD=15.8). Parents of children with LD also perceived their children with significantly lower quality of life (M=56.8, SD=13.3) than parents of children without LD did (M=65.6, SD=14.9). Similarly, teachers of children with LD assigned lower quality of life scores (M=43.4, SD=8.4) than teachers of children without LD (M=60.8, SD=13.9). When the relationship between quality of life scores of children with LD and their mothers‟ quality of life was analyzed, a positive and statistically significant relationship was found (r=.44, p<.001). As a result, this study revealed that children with LD have lower quality of life scores than their peers without LD and that the difficulties they experience are observable in different domains of life quality.Item Leadership effectiveness of heads of departments in state universities in Turkey from the perspective of leadership roles(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 2011., 2011.) Akbulut, Meltem.; Seggie, Fatma Nevra.The purpose of the study is to investigate leadership effectiveness of leaders in state universities in Turkey from the perspective of leadership roles used to lead internal and external worlds of state universities, and the thesis defines leadership effectiveness as the utilization of multi roles to balance internal and external worlds of state universities in Turkey. There is not a lot of research in higher education regarding leadership roles and their correlations to leadership effectiveness, thus this study seeks to gain an understanding of leadership roles commonly applied by heads of departments, relationships between leadership roles and leadership effectiveness and predictors of leadership effectiveness. The population was drawn from seventy faculty members at one social science based faculty which consists of three departments at a state university in Turkey. Leadership effectiveness data was obtained using The Competing Values Managerial Behavior Instrument which was adapted for use with this sample and referred to in this study as the Leadership Effectiveness Survey. Leadership roles were correlated to leadership effectiveness. Pearson correlation was used to examine relationships among leadership roles. The leadership roles positively correlated to each other. It was further used to analyze relationships between leadership roles and leadership effectiveness. Leadership roles positively correlated to leadership effectiveness. Multiple regression was conducted to determine whether leadership roles and gender were good predictors of leadership effectiveness. Leadership roles and gender were found to be good predictors of leadership effectiveness, and the most significant predictor of leadership effectiveness was the create leadership function which included motivator, visionary, and innovator leadership roles.Item Learning experiences of individuals with visual disabilities in the workplace(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 2011., 2011.) Yiğit, Esin.; Ünlühisarcıklı, Özlem.The aim of this study was to explore the experiences of individuals with visual disabilities in the workplace with a focus on their ways of learning. On the one side, the study investigated the workplace experiences of individuals with visual disabilities by focusing on the theme “having a job” which included recruitment process, required knowledge and skills and the experiences in the workplace. On the other side, learning experiences of individuals with visual disabilities in the workplace were examined under the dimensions of types of learning and learning sources. Twelve individuals with visual disabilities who were working in Istanbul were interviewed for this study by means of a semi-structured interview form developed by the researcher. Six of the participants were working in public institutions whereas six of them were working in private organizations when the interviews were conducted. For in-depth analysis, half of the participants were determined among high school graduates and the other half from university graduates. The obtained data was analyzed using content analysis method. The findings revealed that finding a job was rather challenging for individuals with visual disabilities and the participants found their jobs through exams, projects and personal contacts. While some participants stated that it was an intentional choice to work in their jobs, some others said that they had no other choice. In terms of required skills and knowledge, the significance of having a good command of computers was heavily emphasized throughout the interviews. Moreover, the use of switchboard, knowledge in the content area, a good memory, communication skills and daily living skills were also mentioned as important to effectively perform in the workplace. The analysis of the data also indicated that individuals with visual disabilities had various problems in the workplace. Discrimination, not being given equal opportunities, issues related to the job itself, having to find their own solutions to the problems and not being regarded as an employee were mentioned as the most prevalent problems in the workplace. Furthermore, participants also indicated the attitudes of colleagues and managers, unawareness of people and problems stemming from physical conditions as having an impact on their performance. In terms of the learning experiences of individuals with visual disabilities, the findings revealed that informal learning experiences were considered as the basic way of learning in the workplace. However, formal learning experiences were also emphasized especially by the participants working in private organizations. Based on the findings of the study, it could be stated that participants either learnt on their own or they learnt from other people in the workplace and their learning sources were mainly their colleagues, managers, the Internet or other individuals with visual disabilities.Item The effects of people education centers' literacy courses on participants' lives(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 2011., 2011.) Erbay, Ayhan.; Gök, Fatma.The aim of this study is to find out the effects of literacy acquisition on adults’ lives by exploring their background profiles, (e.g. their life history, their economic and social background, their demographic information like age, gender, marital status, etc.) literacy course experiences, and thoughts pertaining literacy’s effect. In order to find effects of literacy course, case study method was used and semi-structured interviews were carried with both Level 1 and Level 2 literacy course participants in Kadıköy People’s Education Center. Results of this study can be grouped in two categories. The first is participation process of adults and second is outcomes of literacy courses. Almost all participants had similar life histories which triggered them to looking for new solutions in order to cope with life. Age and psychological status of participants were especially powerful inputs in participation process. On the other hand, results that appeared after their participation in the courses all participants were able to travel, read and write in order to perform in their daily lives without having rely on others. Also, all participants in this study felt themselves more confident, improve their communication skills and develop sense of empowerment. The outcomes of this study underlined that literacy course must be separated according to age and psychological status of participants where needs and aims of participants differentiate. Moreover; strategies, aims, and methods of literacy education should be improved according to participants needs.Item Factors related to basic numeracy skills of adults in Turkey(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Social Sciences, 2011., 2011.) Albayrak Ataklı, Pınar.; Seggie, Fatma Nevra.The first aim of this study is to investigate the level of basic numeracy skills of adults in Turkey. Secondly, it aims to determine educational and non-educational factors in predicting the basic numeracy skills of adults. The data was collected with three instruments; these are demograpic information form, numeracy attitute scale, and basic numeracy skill test paper. Research participants were selected from six Ismek course centers at the beginning of 2010- 2011 course term. The level of basic numeracy skills of adults were analyzed descriptively. The result indicates that the participants were found as highly in need of numeracy education, especially for these four subjects: using tables, charts, diagrams and line graphs to present results; selecting and use suitable methods and forms to present and describe outcomes; approximating by rounding; and finding the range for a set of data. For analyzing the factors predicting basic numeracy skills, the multiple linear regression method and one way ANOVA was used. Educational backgroud, father‟s educational background, mother‟s educational background for female participants and numeracy attitude were found as highly significant for predicting the basic numeracy skills of participants, whereas gender, age, and mother‟s educational background for male participants were not. The results indicated the necessity of establishing a national policy and curriculum for adult numeracy education in Turkey.Item Credit card literacy among university students(Thesis (M.A.)-Bogazici University. Institute for Graduate Studies in Social Sciences, 2010., 2010.) Kumbaracı, Okan.; Kızıltepe, Zeynep.The aim of this study is to analyze university students’ credit card knowledge level, learning ways in which they acquire this knowledge and their credit card payment practices. The data was collected by an instrument including Credit Card Knowledge Test (CCKT) developed by the researcher; questions related with the demographic characteristics of the subjects; questions related with credit card payment practices of subjects; and structured interview questions in order to determine learning ways in which subjects acquire knowledge of credit cards. The survey instrument was given to a sample of 95 subjects registered at Boğaziçi University Summer School 2010. Quantitative and qualitative analysis are used in the study. Content analysis was applied to analyze the interviews in order determine participants’ learning experiences related to credit cards. Descriptive statistics were employed to determine participants’ level of credit card knowledge, credit card payment practices and, to analyze whether independent variables of the study have any influence on credit card knowledge of the subjects. As a result, credit card knowledge level of the sample was found to be low. Number of credit cards of the respondents was the only independent variable which showed significant differences in credit card knowledge of the respondents. It was also found that university students acquire knowledge of credit cards by informal learning.Item Adult educators' views on their occupation and professionalization of adult education(Thesis (M.A.)-Bogazici University. Institute for Graduate Studies in Social Sciences, 2010., 2010.) Kahriman, Nevin.; Ünlühisarcıklı, Özlem.The aim of the study is to explore the views of adult educators on their occupation and professionalization of adult education through questioning the ways, difficulties, good sides, and the importance of becoming an adult educator; the kinds of knowledge, education, skills and experience needed for being an adult educator; the roles, responsibilities, concerns and status of adult educators. For this study, a qualitative research was carried out and semi-structured interviews were conducted with eighteen adult educators who work at eight different Public Education Centers in stanbul, Turkey. Four of these Public Education Centers were selected among Public Education Centers located in relatively lower socio-economic areas of stanbul and four of them were selected among Public Education Centers located in relatively higher socio-economic areas of stanbul. The content analysis method was used for data analysis. Three themes emerged during data analysis, which were becoming an adult educator, the scope of being an adult educator and the scope of professionalization of adult education. The analysis of the data indicated that adult educators mostly did not start their career in adult education intentionally and willingly, that in spite of some difficulties they had, they were happy in their jobs and that their jobs were generally very important to them. Adult educators mostly did not get an education or a certificate related to adult education before starting to work as adult educators and did not receive in-service training while working. However, they indicated that a certificate or different kinds of education such as in-service training, seminars and internships were needed for adult educators. Adult educators claimed to have secondary roles in addition to their teaching roles such as providing psychological support and guidance and teaching good behaviors and manners. As for their responsibilities, they expressed that they were mainly contributing to individuals and society. They mostly stated that their roles and responsibilities were different from educators in formal education. The findings revealed that adult educators had concerns related to finance, social security and working conditions. Adult educators generally stated that adult education was not regarded as a profession and Public Education Centers and adult educators working there were not widely known by society. Most of them also indicated that professional organizations and unions did not exist in adult education. Based on the findings of the study, it could be said that there are a number of important changes that need to be made related to the working conditions, status and education of adult educators.Item The Relationship between learning styles and personality traits of students from Boğaziçi University Faculty of Education(Thesis (M.A.)-Bogazici University. Institute for Graduate Studies in Social Sciences, 2010., 2010.) Yanardöner, Erdal.; Kızıltepe, Zeynep.The purpose of this study was to investigate the relationship between learning styles and personality traits of students from Boğaziçi University Faculty of education. In addition to that purpose, description of learning styles, personality traits, and their relationship between gender, department and grade point average (GPA) were searched. Three instruments were used for data collection in the study. For collecting demographic information regarding to sample, demographic data form designed by researcher was used. In order to measure learning styles of students, the Kolb's Learning Style Inventory (1985) was used. Finally, to measure personality traits of students, the Big Five Inventory (1993) (John, Donahue & Kentle) was administered. The data were collected from 236 students during 2009-2010 summer term, and data of 224 students were considered valid. The findings of the study indicated that the majority of students had assimilator learning style, and there was not a significant relationship between students' learning styles and their genders, departments, and GPAs. Findings also showed that the majority of students' personality trait was agreeableness and there was not a significant relationship between students’ personality traits and their gender, departments, and GPAs. Finally, according to the findings of the present study, no significant relationship was found between learning styles and personality traits of students.Item The development of the Turkish form of the Spielberger test anxiety inventory: |a study of transliteral equivalence and reliability(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in Sosial Sciences, 1985., 1985.) Albayrak-Kaymak, Deniz.; Öner, Necla.This thesis is based on a study about the Turkish adaptation of the Test Anxiety Inventory (TAl), developed by Spielberger in 1980. It was carried in two phases. First, the transliteral equivalence of the inventory was established; then, the reliability of the Turkish form of the inventory was studied. In the transliteral equivalence part of the study, the English and the Turkish forms of the inventory were tested on 164 Turkish bilingual university and highschool students. The analyses including analysis of variance. Product Moment, alpha, item-total, and item-remainder correlation techniques showed that there were no significant differences between the scores obtained from the English and the Turkish language forms of the TAl. This finding indicated that the English and the Turkish forms of the TAl are comparable psycho linguistically. In the reliability part of the study the stability and the internal consistency of the Turkish form of the TAl (TAI-T) were investigated. For this purpose, 1031 Turkish students from different levels of education (university, senior, and junior highschool) and SES in istanbul were tested. The stability of the scores of the TAI-T was found by test-retest correlations with varying time intervals. The obtained high test-retest correlations attested to the stability of the scale. The internal consistency of the TAI-T was established us~ng alpha, item-total, and item-remainder correlations. High alpha coefficients, and mediocre to high item-total and item-remainder correlations were obtained. These values indicate that the item consistency and the homogeneity of the Turkish form are very satisfactory in general. One particular finding, however, was that with younger (junior highschool) students some test items need further improvement for better internal consistency. It is recommended that this point is taken up in the following studies. Generally, the study demonstrated supporting data on the stability and the internal consistency of the TAI-T.Item Reasons for student field trips to botanic gardens: A case from Turkey(Thesis (M.A.)-Bogazici University. Institute for Graduate Studies in Social Sciences, 2010., 2010.) Bayındır, Dilan.; Seggie, Fatma Nevra.The aim of this survey is to determine the reasons why elementary school teachers organize student field trips into Nezahat Gökyigit Botanic Garden in stanbul, Turkey. The thesis defines the characteristics of elementary school teachers who organize field trips into the garden, the reasons for teacher personal visits into informal learning centers, the roles of teachers on field trip experience in its first parts. Then, it states what are the reasons of organizing student field trips and whether the reasons why teachers organize trips into the garden differ according to the identified teacher characteristics and contextual factors or not. A questionnaire, particularly developed for the study by the researcher, was used to collect data. Data was collected from elementary school teachers who organized student field trips into the garden during April-June 2010 period. The findings indicate that all of the identified nine factors are all very valid and important reasons for organizing field trips for teachers. There are no significant differences on factor scores according to many selected teacher characteristics such as years of teaching experience, teacher personal interest, and the perceived support of the school community. The significance of teacher agendas on field trip experience is drawn by findings and a significant relation is found between teachers’ interest and field trip experience they provide to their students.Item Comparison of factors affecting the level of job satisfaction of certificated and non-certificated nurses(Thesis (M.A.)-Bogazici University. Institute for Graduate Studies in Social Sciences, 2010., 2010.) Yılmaz, Fatma Kantaş.; Kızıltepe, Zeynep.This study aims to determine and compare the factors that affect job satisfaction level of certificated and non-certificated nurses in public hospitals, private hospitals, and teaching and research hospitals which belong to the Ministry of Health in Istanbul. Six hundred and sixty nurses (F=579, M=81) aged between 18 and 58 were chosen by convenience sampling. As a framework to guide the design of the study Herzberg's Motivational-Hygiene Theory (1982) was used, and as an instrument Spector’s (1985) Job Satisfaction Survey was administered. In addition to the questionnaire, nurses were also asked four open-ended questions about their work motivations and demotivations, the reasons for their career choice, and if they have ever considered leaving their jobs. Results indicate that nurses who work at private hospitals have a higher level of job satisfaction than the nurses working at teaching and research hospitals and public hospitals. There is no significant difference between the level of job satisfaction of certificated and non-certificated nurses in general. However, there is a significant difference between the means of hospital types and sub-dimensions of Job Satisfaction Survey (pay, promotion, supervision, fringe benefits, contingent rewards, operating conditions, co-workers, nature of work, communication). In addition, according to the relationship between the job satisfaction level of nurses and their demographic characteristics; there is a relationship between sub-dimensions of job satisfaction and age/gender. Also, there is no relationship job satisfaction and marital status/having children. It is indicated that while patient satisfaction, alturistics reasons, economic reasons, relations with colleageus and administration and working conditions are motivating factors; economic reasons, working conditions, problems with patients, relations with collegues and administration, conflict between nurses and doctors, personal reasons and social status are demotivating factors. The reasons for leaving nursing categorized under unpleasant working conditions, personal reasons, economics reasons, social status, administration and others. The most important reasons for choosing nursing as a job were economic reasons, family reasons, altruistic reasons, task identity, task significance, wrong university choice.Item Profile of students and the reasons why they prefer private universities in Turkey(Thesis (M.A.)-Bogazici University. Institute for Graduate Studies in Social Sciences, 2010., 2010.) Altunay, T. Eylül.; Seggie, Fatma Nevra.This survey research describes the profile of students who attend private higher education and explores the reasons why they prefer to study at private universities in Turkey. In this study private universities are ranked as “high- ranking, middleranking, and low- ranking” so that it will be possible to make comparisons between them, which enable us to understand varying dynamics of Turkish private higher education. Initially, this thesis draws the picture of students profile studying at three different ranks of universities by demonstrating their selected characteristics such as their age, socio economic status and gender. Then, it moves to whether the students’ characteristics show differences according to three ranks of universities and student status (scholarship/non-scholarship students). In the second place, the reasons why these students prefer to study at private universities and whether these reasons differ according to three ranks of universities and student status are analyzed. The data was collected with a questionnaire, particularly developed for this study. Research participants were selected from the universities representing high, middle and low ranking universities. Based on the findings ,it is possible to conclude that students characteristics differ depending on the ranks of universities and student status. For example, the types of high schools they graduated from differ in terms of student status and ranks of universities. Moreover, the reasons why students prefer to study at a private university differ from one another according to ranks of universities and student status. For instance, prestige, job opportunities, facilities are among the reasons which differ according to ranks of universities.Item Professional development in corporate training through learning experiences in the workplace(Thesis (M.A.)-Bogazici University. Institute for Graduate Studies in Social Sciences, 2009., 2009.) Çimen, Canan Aratemur.; Ünlühısarcıklı, Özlem.The purpose of this study was to investigate learning experiences of corporate training practitioners in the workplace while acquiring necessary knowledge and skills for their professional development. More specifically, it explored the ways in which practitioners start to work in the profession, the kinds of knowledge and skills needed for professional expertise and the ways of professional development in corporate training. By using a qualitative research method, the research was carried out with thirteen corporate training practitioners within three different private business organizations operating in the banking, retail and telecommunication sectors in İstanbul, Turkey. Semi-structured interviews were conducted with the participants. The data was analyzed through content analysis method. The analysis of data indicated that practitioners generally did not make informed decisions when they started to work in corporate training. Corporate training practitioners defined their roles as consultants and strategic partners within the organization. They were mainly responsible for managing training activities within the organization as a process starting from training needs analysis to measurement and evaluation. To perform these roles and responsibilities, having conceptual knowledge in training and business knowledge together with communication and presentation skills were considered necessary. The findings revealed that professional expertise in corporate training was mostly developed through informal learning experiences in the workplace where formal learning experiences were found as complimentary but insufficient. In the study, there emerged two main categories of informal learning, “learning on their own” and “learning from others”. The informal learning activities under “learning on their own category” included exploration, execution of the job, presenting and self-reflection. The informal learning activities under the “learning from others” category included questioning, consulting and working in projects. The factors influencing practitioners’ informal learning experiences were classified as contextual factors and individual factors. While attitude of managers and colleagues towards practitioners, structure of work, access to learning resources and management attitude towards training were classified under contextual factors, personality characteristics and educational backgrounds of practitioners were classified under individual factors.Item The influence of university students' perceived paternal and maternal acceptance, father involvement and depressive symptoms on their resiliency(Thesis (M.A.)-Bogazici University. Institute for Graduate Studies in Social Sciences, 2010., 2010.) Serbest, Sevla.; Erkman, Fatoş.The present study investigated the influence and association among perceived paternal acceptance, maternal acceptance, father involvement, depressive symptoms and perceived resiliency among 379 university undergraduate students in Istanbul with the mean age of twenty one years and six months. The independent variables of this study were: perceived paternal acceptance, perceived maternal acceptance, perceived father involvement, and perceived depressive symptoms while perceived resiliency was the dependent variable. Personal Data Sheet, Resiliency Scale, Parental Acceptance-Rejection Questionnaire (Child PARQ-Turkish Short Form), Father Involvement Scale (FIS-Turkish Form), Center for Epidemiologic Studies Depression Scale (CES-D [NIMH] Turkish Form) and Beck Depression Inventory (Turkish Form) were used for data collection. Data analysis was conducted through SPSS and Structural Equation Modeling, in AMOS software statistics program. Results indicated that for university students perceived mother acceptance and depressive symptoms had a significant effect on resiliency, explaining 41 % of the variance. When data was analyzed separately for gender it was seen that for male university students, perceived maternal acceptance, depressive symptoms and perceived father involvement had a significant influence on resiliency explaining 45 % variance of resiliency. For female university students, depressive symptoms had a significant influence on resiliency with 39 % of the variance. It was also seen that perceived paternal acceptance had a significant relation to father involvement, for the total student sample (β=.71) in the study as well as for males (β=.67) and females (β=.72) when the data was analyzed according to gender, The implications of these findings, specifically the positive influence of maternal acceptance and the negative influence of depressive symptoms on resiliency of university youth can be translated into the work of counselors for health promotion of this population.Item Recontextualisation of higher education in Turkey : a discourse analysis of higher education strategy report for Turkey(Thesis (M.A.)-Bogazici University. Institute for Graduate Studies in Social Sciences, 2009., 2009.) Bayhan, Sezen.; Gök, Fatma.This study analyzes higher education strategies recommended to shape the future of higher education in Turkey. The report “Higher Education Strategy of Turkey” drafted by a committee within the Council of Higher Education and published in 2007 constitutes the locus of the study. Using Critical Discourse Analysis, the study aims to gain insights into the representation of higher education in policy discourses, assumptions about the meaning and functions of higher education and representations of problem areas on which recontextualisation discourses are based. Shedding a light on these points, this research aims to find out what type of higher education space is imagined, what this space offers to its participants, and what types of subjects it promotes. By doing these, this thesis uncovers what is underrepresented or unsaid. Findings of the analysis show that higher education in Turkey is to be structured around global paradigms and the European Union higher education policies. Higher education is particularly represented as a space carrying instrumental utility for national economic survival. Within this representation, there is focus on globalization and knowledge economy, but these phenomena are portrayed as agentless and abstract realities. Related to the rhetoric of globalization and knowledge economy, new governance strategies, cooperation between the industry and the university, active participation of students to the financing of higher education, and the need for academic staff to adapt to the changing global conditions are emphasized. All these, coupled with intense focus on change, innovation, flexibility, and production of knowledge that can constantly be adapted according to the conditions of the day, signify attempts to adapt higher education to flexible accumulation. A large scale restructuring process of higher education institutions, cultures, and identities can be observed in policy discourses. Performativity is the language that draws the borders, and it is the main determinant of what is to be included in and excluded from higher education area. There is a different relationship structured between knowledge, learners, and the process of learning itself than the traditional notion of higher education implies. That learners and academicians in higher education are supposed to constantly renew their knowledge according to the task in question signifies a radical break with the enlightenment notions of eternal and immutable truth. This study aims to bring a critical approach for rethinking higher education in Turkey and open up an alternative dimension for higher education discussions.Item An analysis of public primary school teachers’ dealing with difference in the absence of a multicultural education policy in Turkey(Thesis (M.A.)-Bogazici University. Institute for Graduate Studies in Social Sciences, 2009., 2009.) Esen, Hüseyin.; Gök, Fatma.This study aims to analyze primary school teachers’ dealing with difference in the absence of a multicultural education policy in public primary schools in Turkey. The study explores four basic issues: i) primary school teachers’ attitudes towards difference, ii) how primary school teachers deal with difference in the absence of a multicultural education policy, iii) teachers’ assessment of the current curriculum and school culture with regard to difference, and iv) teachers’ perceptions of their own competence level with regards to dealing with difference. Within the scope of this study, qualitative methods of inquiry, particularly interview study method was employed. The researcher developed a semi-structured interview form and 15 primary school teachers were interviewed. After the interviews were fully transcribed, the gathered data was content analyzed. The research demonstrates that teachers have differing views of the society. Some see it as a uniform whole; others perceive it as a fragmented structure, while some of the teachers see it as a colorful mosaic. It is also clear from the research findings that teachers have different attitudes towards diversity. Some of them say that they are indifferent to difference; some of them have a reductionist view of diversity and they also focus on individual level differences while others have tolerance towards diversity. Some of the teachers think that curriculum renders diversity invisible while others claim that that the new curriculum since 2005 is attentive to diversity and more inclusive than it used to be. It is also very striking that 11 out of 15 teachers think that teachers have biases towards diversity while none of the teachers find themselves biased. The research findings demonstrate that teachers have not received any in-service or pre-service education to deal with diversity. Those elder teachers feel themselves much more experienced in dealing with diversity. 13 out of 15 teachers state their need for further education in dealing with diversity. According to the findings of the research, although never received any training in dealing with diversity issues, it was observed that teachers have developed their own ways of dealing with diversity and diversity related problems.Item Congruence of parent and child perceptions of parental acceptance-rejection(Thesis (M.A.)-Bogazici University. Institute for Graduate Studies in the Social Sciences, 2008., 2008.) Ekmekci, Ayşen Yıldırım.; Erkman, Fatoş.The purpose of this study was to establish the reliability of the Parent Psychological Adjustment Questionnaire (Parent PAQ) and to explore the congruence between the parents‟ and children‟s perceptions regarding the psychological adjustment of the child. Secondly, the purpose was to explore the level of agreement (congruence) between the perceptions of parents and children on the four dimensions of the parental acceptance-rejection and perceived control, and whether the level of agreement (congruence) varied significantly in loving families versus less than loving families. The participants in the current study consisted of 185 sixth and seventh grade students and their parents. The Parental Acceptance-Rejection Questionnaire (PARQ) and the Psychological Adjustment Questionnaire (PAQ) were the measures of the study. The findings indicated that the Parent PAQ was a reliable questionnaire for the assessment of the psychological adjustment of children by their parents. Overall, the children and their parents reported more acceptance than rejection. However, the children found their mothers to be less accepting and less controlling, their fathers were more accepting and more controlling, and this differed from the parents‟ reports. Although the children perceived themselves as being psychologically welladjusted on average, they perceived themselves to be psychologically less adjusted than their parents reported. The children from the more loving families found their parents more accepting than the parents had reported, and the children from less than loving families thought their parents were less accepting. Another finding was that when the children perceived more parental rejection and control, they perceive more negative psychological adjustment.Item The role of perceived teacher acceptance-rejection on students' self concept, school attitude and academic achievement(Thesis (M.A.)-Bogazici University. Institute for Graduate Studies in the Social Sciences, 2008., 2008.) Şahan, Kenan.; Caner, Ayşe.This study aims to investigate the relationship of perceived teacher acceptancerejection on students' self concept, school attitude and their academic achievement. The sample of the study consists of 223 (1 14 girls1109 boys) students in fifth graders enrolled in six private elementary schools of high SES level. Each participant was given general demographic information, as well as the Turkish Teacher Acceptance-Rejection QuestionnaireIControl Short Form, Piers- Harris Children Self Concept Scale and School Attitude Assessment Survey-Revised, and students' academic achievement was used. For the data analysis, Pearson product moment correlation and multiple regression analysis were used. Findings from the study showed that Perceived Teacher Acceptance-Rejection is significantly correlated with self concept school attitude and academic achievement. In addition, the best predictor of academic achievement is perceived teacher acceptance-rejection. As a result of this research, it is found that the most important factor with regards to increasing students' academic achievement is fustly depends on teacher student relationship. The findings suggest that improving teacher student relationship helps students not only to increase their academic achievement but also to have high self concept.