İngilizce Öğretmenliği Koleksiyonu

Permanent URI for this collectionhttps://hdl.handle.net/20.500.11779/1933

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Writing as a Vocabulary Learning Tool
(Brill, 2014) Bush, Jerome; Dikilitas, Kenan
This study examined the impact of writing on the vocabulary acquisition of 32 universitypreparatory students in Izmir, Turkey. The students were in two separate classes of 16 each. Bothclasses learned vocabulary receptively by using direct explanations, readings that incorporatedthe target words, and post-reading exercises. In addition to this receptive work, one classproduced sentences and short compositions incorporating the target words. The students wereevaluated by using a modified version of Paribakht and Weshe’s (1997) Vocabulary KnowledgeScale and t-tests were performed. It was found that writing had a significant effect on thedevelopment of productive vocabulary.
Informing Preservice Teacher Education Pedagogies Through In-Service Professional Development on Cultural Diversity in Turkey
(Emerald Group Publishing Ltd., 2015) McKeown, John
With shifting student demographics in Turkey, which will include many more international higher education students, together with increasing refugee migration to the country, professional development intended to assist teachers to move toward intercultural competency is becoming increasingly important. In this chapter, local in-service teacher educator initiatives and associated cultural adaptation facilitation tools are explored as a means to find ways to build cultural dialogue in the Turkish higher education environment, and, practically, for teachers in the field. While this chapter draws on an in-service teacher education case, much of what is presented is applicable to preservice settings as well. The chapter concludes with a look at changes in Turkish higher education, particularly in the facilitation of cultural convergence transferable to different educational environments and their applicability to international situations.
The Role English Plays in the Construction of Professional Identities in Nest-Nnes Bilingual Marriages in İstanbul
(Palgrave, 2015) Kurban, Caroline Fell
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Okulda Üniversite Modeli Çerçevesinde Matematik Öğretimi: Öğrencilerin Derse Katılımının Artırılması
(Sabancı Üniversitesi, 2015) Tunç-Pekkan, Zelha; Aydın, Utkun; Taylan, Rukiye Didem; Birgili, Bengi; Özcan, Mustafa; Akbal, Kenan; Mermer, Ata
Çalışmanın amacı, öğrencilere daha fazla olanak sağlayarak Matematik derslerinde tartışma ortamı yaratmak, matematiği sevdirmek, Matematik derslerine duyulan korku ve endişeyi azaltmak ve “Matematik dersinde başarılı olabilirim” düşüncesini aşılamaktır. Bu proje kapsamında dersler için bir tartışma kültürü yaratma programı geliştirilmiş ve uygulanmış, çocuklardan haftalık matematik dersi ile ilgili yansıtıcı düşüncelerini yazdıkları matematik günlükleri istenmiş, ayrıca başarısı düşük ve/veya istekli öğrencilere üniversite öğrencilerinden oluşan bir ekip de birebir ek ders vererek her yönden çocuklar desteklenmiştir. Projede yer alan dört araştırmacı öğretmen ortak haftalık ders planlaması yapıp, bu planları uygulayarak sonrasında ders akışı, içeriği ve sınıf yönetimi hakkında değerlendirme yapmıştır.
Evaluating a Model From Two Perspectives: Teachers and University Scholars
(2016) Aktekin, Nafiye Çiğdem
Productive strategies for evaluating outcomes are becoming increasingly important for the improvement of teacher education [1] and for any model that claims to offer the best practice. The University within School (UwS) model suggests that teacher education must be done through collaboration between universities and schools. According to Ozcan [2], the model combines two models of professional education: one is the traditional "apprenticeship-journeyman-master's" model, which is practice-based; the other is modern professional education, which is mostly based on theoretical knowledge and is implemented through formal schooling. Students and academicians of an education faculty of a foundation university have been practicing to this end in a workplace for two years. Teachers of the partner school have been part of this model as mentor teachers, role models, and participants. This study aims to evaluate the model from the perspectives of teachers and college faculty since the model aims to prepare the conceptual framework of teacher education through the participation of all partners. The perceptions of two faculty members and three teachers were investigated through interviews. The evaluation of the model will help to design the model more effectively.
Citation - WoS: 1
Differentiating Flipped Learning Approaches for the Diverse Needs of the Faculty of Economics, Administrative, and Social Sciences
(Emerald Group Publishing Ltd., 2016) Kurban, Caroline Fell; Şahin, Muhammed
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The Flipped Approach To Higher Education : Designing Universities for Today's Knowledge Economies and Societies
(Emerald, 2016) Kurban, Caroline Fell; Şahin, Muhammed; Şahin, Muhammed
İçindekiler: List of Figures.--List of Tables.--Foreword.--Preface; About the Authors.--Chapter 1 The Socio-Economic and Socio-Technical Nature of Today's World and How This Impacts the Education Sector.--1.1. Employment.--1.2. Education.--1.3. Knowledge, Connectivity, and Cognitive Overload.--1.4. What is Needed from Education Today.--Chapter 2 Flipped Learning: A Transformative Approach Designed to Meet the Needs of Today's Knowledge Economies and Societies.--2.1. What is Flipped Learning?.--2.2. How Did Flipped Learning Develop?.--2.3. How Flipped Learning Meets the Needs of Today's Knowledge Economies and Societies.--Chapter 3 From Current Practice to Future Practice: Making the Decision to Flip.--3.1. Introduction.--3.2. Moving from Current Practice to Future Practice: How the Need for Change Emerged; 3.3. Searching for Future Practice; 3.4. The Big Reveal; Chapter 4 Organizational Design and Transformation; 4.1. Physical and Geographical Infrastructure; 4.2. Human, Social, and Intellectual Capital.--4.3. Technological Infrastructure.--Chapter 5 Flipped Learning Theory, Policies, and Practices.--5.1. Introduction.--5.2. Flipped Learning Theories.--5.3. Flipped Learning Performance Gaps, Causes, and Interventions.--5.4. From Theory to Practice.--5.4.1. A Recommended Course Design Process.--5.4.2. An Instructional Design Handbook.--5.4.3. A Flipped Learning Instructional Design Online Course.--5.4.4. A Flipped Learning Instructional Design Best Practice Checklist.--5.4.5. Support for Students.--5.5. Summary.--Chapter 6 Flipped Leadership: Transparency, Vision, Accountability, and Resources.--6.1. MEF University Rector, Muhammed Şahin. 6.2. Instructors' Expectations6.3. Physical Infrastructure; 6.4. Real-Life Assessment; 6.5. Conclusion; Chapter 7 Supporting Flipped Learning: Digital Pedagogy, Training, and Resources.--7.1. CELT, Caroline Fell Kurban.--7.1.1. Challenges through the Instructors' Eyes.--7.1.2. Challenges through the Students' Eyes.--7.1.3. Challenges through the Institution's Eyes: The Need for an Audit.--7.1.4. Lessons Learnt from the Audit: How the Process Could be Made More Supportive while Still Holding Instructors Accountable.--7.1.5. Lessons Learnt from Implementing Technological Mandates.-- 7.1.6. Where Next? Strategic Plan for the Rest of the Academic Year.--7.2. ITC, Brian Ramey.--7.2.1. The Technological Infrastructure Needed for a Flipped Environment.--7.2.2. Integrating Digital Resources.--7.2.3. Using Data to Effect Change.--7.2.4. The Need for a Secure Video Server.--7.2.5. Conclusion.--7.3. Library Director, Ertuğrul Çiman.--7.3.1. The Architecture of a Library in a Digital World.--7.3.2. The Successes of Using Digital Materials.--7.3.3. The Challenges of Using Digital Materials.--7.3.4. Academic Integrity in a Digital World.
Flipped Learning Course Design Tool Kit
(MEF University, 2016) Kurban, Fell Caroline
Curriculum Design, Higher Education, Curriculum Theory, Learning And Teaching In Higher Education, Curriculum Development, Curriculum and Instruction, Flipped Classroom, Flipped learning.This presentation describes the theories and practice behind flipped learning course design at MEF University.
An Analytic Look at a Language Course Design Model
(2017) Mutlu, Gülçin; Ece Sarıgül
This study aims to qualitatively examine and elaborate on the characteristics of the course design model devised by Graves (2000). Drawing upon the traditional components and principals of instructional design, Graves' course design model is innovative or different in that it has been more specially developed for language course design purposes and thus is believed to be more suited to the nature of language courses with its consideration of the main elements or characteristics of language teaching and learning processes. This descriptive study centers upon the seven main examination criteria, which are in fact the main procedures as suggested by Graves (2000). These are a) defining context, b) conceptualizing content, c) organizing the course, d) formulating goals and objectives, e) assessing needs, f) developing materials and finally g) designing an assessment plan. In this essence, each criterion was first introduced and explained in detail before the researchers extend their critical outlook into the functionality and practical use of the relevant steps and strategies recommended by Graves (2000). This critical analysis and review on the Graves' course design model revealed that the model employs the traditional components of the ADDIE generic and lends itself well also to be used in the other disciplines other than foreign languages. The final part of this report will provide suggestions as regards the potential application of the model specifically in English language curriculum development and more broadly in the curriculum and course development procedures pertaining to other discipline areas.
University Within School: What Are the Pre-Service English Language Teachers and Their Mentors Perceptions?
(2017) Tekiner Tolu, Aylin; Doyran, Feyza
The aim of this qualitative case study is to understand how pre-service English language teachers and their mentors at coordinating schools perceive the University within School model. In this teacher education model, undergraduate students start school visits beginning in their first semester with a few school visits. The number of exposure hour and expected tasks increase by time. In the second year, students attend the schools one full day a week mostly focusing on observation and in the third year they spend two full days at schools as teacher assistants. Specifically, this study focused on to identify the perceived advantages and challenges encountered by the teacher candidates and the mentor teachers. The participants of this study were 4 mentor teachers and 34 pre-service ELT teachers studying at the English Language Department at a foundation university in İstanbul. Data sources included an online survey for the mentors and pre-service teachers and weekly written reflections of the pre-service teachers. Content analysis was implemented on reflections and open-ended survey questions. The data were coded and themes were reached by two raters. The overall results depict crucial benefits of this model for pre-service teacher students' in their journey to becoming effective language teachers. The mentor teachers also underlined the effectiveness of this model and emphasized that it would be better for them to receive a training on mentoring.
A Flipped Approach To Higher Education Oeb Pre Session Video
(MEF University, 2017) Shannon-Chastain, Joshua; Kurban, Fell Caroline
...
Storybird: an Inspiring Reading and Writing Tool
(2017) Tekiner Tolu, Aylin
In this workshop, the presenter will introduce an online writing/reading tool, Storybird, which is a totally free online tool, used by more than 5 millions of students and 400.000 K-12 schools in all around the world. It is user-friendly, boosts students' motivation and creativity to write with its rich artwork collection library. It can be used at any grade level from kindergarten to higher education. Storybird is an interactive tool where students, teachers and parents can be all involved in learning and sharing process with the help of comment, email, and share features. In addition, students can work collaboratively in writing. By the end of this workshop, the participants will be able to set-up a classroom account, create assignments, add items for reading to class library, check students' writings, grade and comment on them. The participants are expected to bring their laptop or tablets (with wifi connection).
Citation - WoS: 81
English as a Medium of Instruction: Students' Strategies
(Oxford University Press, 2017) Griffiths, Carol; Soruç, Adem
Although English-medium instruction (EMI) is now widely spread throughout the world, there is surprisingly little research into the challenges students face as they try to learn subject matter by means of a non-native language, or how learners attempt to address these challenges. The study reported in this article employed a qualitative approach, using video-recording, an open-ended questionnaire, and stimulated-recall interviews to investigate the difficulties faced by students working in International Relations and Psychology classes in a Turkish university. The students were also asked to identify the strategies they used in an attempt to cope with these difficulties. The students were indeed able to list a number of difficulties, but numerous strategies were also suggested to deal with the problems they faced. Implications are suggested for student support and teacher training, as well as suggestions for ongoing research.
Citation - WoS: 4
Citation - Scopus: 6
International Students' Views on Local Culture: Turkish Experience
(Univ Louisiana Monroe, 2017) Griffiths, Carol; Çetin, Yakup
The number of international students in Turkey has steadily increased in recent years. As they come from different geographical locations, their successful adaptation to a medium sized country in-between three continents is of great interest. This study was conducted to investigate international students' perceptions of their Turkish experience. After an interview with 9 international students, a 46-item questionnaire was developed and given to 421 students; of these, 319 students from 61 countries returned complete forms. Responses were generally positive, although some difficulties according to gender, religion or age were reported. Another 12 students' written comments were compared with quantitative data. Implications are suggested as well as directions for further research.
Vocabulary in an English Medium Instruction Context : Selection and Difficulty
(2018) Nural, Şükrü
Vocabulary has long been an important issue in English as a foreign language learning and in academic disciplines but scant attention has been paid to vocabulary learning in English Medium Instruction (EMI) contexts. In this exploratory study, vocabulary learning in the social sciences was investigated from the perspective of first-year undergraduate students in Turkey. An open-ended questionnaire was administered to 161 freshmen majoring in International Relations and Philosophy. The findings suggest that students tended to remember vocabulary for reasons pertaining to the characteristics of the lecture, the lecturers’ delivery style, to the characteristics of the students themselves and to the nature of the lexical items they were exposed to during their lectures. Some recommendations are suggested to inform lecture delivery in EMI contexts.
First School Experience From the Perspectives of All Stakeholders
(METU, 2018) Tolu, Aylin Tekiner
This qualitative case study was conducted to evaluate the first school experience of the pre-service ELT students from multiple angles by taking into consideration the perspectives of interns, mentors, coordinators, and university supervisors. The data were collected via online open-ended questionnaires, students’ weekly reflections, written portfolios and notes from oral portfolio presentations and interviews with the coordinators and supervisors.
Levels or Stages of Word Knowledge
(Wiley, 2018) Bush, Jerome
Vocabulary knowledge can be seen as existing on a continuum from unknown to mastery.How well a student knows a word has been referred to as “depth” of vocabularyknowledge, as opposed to “breadth” of knowledge, which is the number of wordsknown. Several scales have been developed that describe the levels or stages of vocabularyknowledge. Teachers have a limited time in which to teach vocabulary. Therefore,they should adopt a strategic perspective and train students to develop vocabularyacquisition systems. Teachers would do well to foster fascination with words and sparkcuriosity within their students. Then they will be able to develop independent learnerswho will be successful in acquiring vocabulary knowledge.
Sesli Betimleme Araştırmalarında Güncel Yönelimler
(BÜTEK Boğaziçi Eğitim Turizm Teknopark Uygulama ve Dan. Hiz. San. Tic. A.Ş., 2018) Güven, Mine
Bu tanıtım yazısının amacı, dünyada sesli betimleme konusunda yürütülen araştırmalardaki güncel yönelimlerden yola çıkarak Türkiye’de sesli betimleme konusunda dilbilim bağlamında gerçekleştirilebilecek bilimsel araştırma ve etkinlikler için genel bir çerçeve çizmektir. Uluslararası alanyazınındaki araştırmalar, sesli betimlemenin üretim, iletim ve tüketim aşamalarına yoğunlaşmaktadır. Üretim aşamasıyla ilgili görsel-işitsel ürün/ortam, sesli betimleme türevleri, metnin nitelikleri ve dili, betimlemeci yetkinlikleri ve eğitimi, metin üretim zamanı, metin üretim yöntemi ve metnin seslendirilmesi konularına değinilmiştir. İletim aşamasıyla ilgili, analog ve sayısal televizyon bağlamında iletim teknolojileriyle çeşitli ortamlardaki alıcı aygıtı olanakları tartışılmıştır. Tüketim aşamasıyla ilgili olaraksa metnin kullanıcı tarafından alımlanması, deneysel çalışmalar bağlamında algısal ve bilişsel yönleriyle ele alınmıştır. Sesli betimleme araştırmalarındaki bu yönelimlerin dikkate alınması, Türkiye’deki dilbilimsel sesli betimleme çalışmaları açısından yol gösterici olabileceği gibi Türkçeye özgü en iyi uygulamaların oluşmasına da katkıda bulunabilir.
The New University Model : Flipped, Adaptive, Digital and Active Learning (fadal)
(FL Global Publishing, 2019) Şahin, Muhammed; Kurban, Caroline Fell; Mazur, Eric
This book is the academic version of The New University Model with an added focus on Adaptive, Digital and Active Learning (FADAL) and a future perspective on higher education. You can learn about flipping a lesson or class from many educators, but only a few people in the world have experienced flipping multiple university departments or an entire university. What could you learn from spending a few hours with the authors who have deep insight into the process of starting, managing, and scaling Flipped Learning in higher education? MEF University is the first fully flipped university in the world. The 2018 graduating class included students who earned their degrees through Flipped, Adaptive, Digital and Active Learning programs in: mathematics education, guidance and psychological counselling, law, computer engineering, electronics and electrical engineering, industrial engineering, civil engineering, mechanical engineering, economics, business administration, psychology, political science and international relations, architecture, and interior design. In this book, MEF’s rector and the director of the Center for Research and Best Practices in Learning and Teaching share invaluable insights that are not available anywhere else. Whether you are a professor considering flipping your class, a dean or a department head considering expanding your Flipped Learning program, or a rector, president or provost looking for a future perspective on higher education, this book will put you on a clear and proven fast track. The book also includes the framework and set of best practices recently developed by the Academy of Active Learning Arts and Sciences (AALAS) through a cohort of 100 experienced Flipped Learning practitioners in 49 countries. The framework will help you avoid the big mistakes as you embrace and scale Flipped, Adaptive, Digital and Active Learning in higher education. “The book is a must-read for any innovative educator or higher education administrator.” -- Dr. Eric Mazur, School of Engineering and Applied Sciences and School of Education, Harvard University.
The New University Model : Scaling Flipped Learning in Higher Education
(FL Global Publishing, 2019) Şahin, Muhammed; Kurban, Caroline Fell; Mazur, Eric
You can learn about flipping a lesson or class from many educators, but only a few people in the world have experienced flipping multiple university departments or an entire university. What could you learn from spending a few hours with the authors who have deep insight into the process of starting, managing and scaling Flipped Learning in higher education? MEF University is the first fully flipped university in the world. The 2018 graduating class included students who earned their degrees through Flipped Learning programs in: mathematics education, guidance and psychological counselling, law, computer engineering, electronics and electrical engineering, industrial engineering, civil engineering, mechanical engineering, economics, business administration, psychology, political science and international relations, architecture, and interior design. In this book, MEF’s rector and the director of the Center for Research and Best Practices in Learning and Teaching share invaluable insights that are not available anywhere else. Whether you are a professor considering flipping your class, a dean or a department head considering expanding your Flipped Learning program, or a rector, president or provost considering expanding your Flipped Learning program, this book will put you on a clear and proven fast track. The book also includes the framework and set of best practices recently developed by the Academy of Active Learning Arts and Sciences (AALAS) through a cohort of 100 experienced Flipped Learning practitioners in 49 countries. The framework will help you avoid the big mistakes as you embrace and scale Flipped Learning in higher education. “The book is a must-read for any innovative educator or higher-education administrator.” -- Dr. Eric Mazur, School of Engineering and Applied Sciences and School of Education, Harvard University.

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