Taylan, Rukiye Didem
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Taylan, Didem Rukiye
Taylan, Rukiye Didem
Rukiye Didem Taylan
Taylan, Rukiye Didem
Rukiye Didem Taylan
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Email Address
tayland@mef.edu.tr
Main Affiliation
06.02. Department of Mathematics and Science Education
Status
Current Staff
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Scopus Author ID
Turkish CoHE Profile ID
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WoS Researcher ID
Sustainable Development Goals
1NO POVERTY
0
Research Products
2ZERO HUNGER
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3GOOD HEALTH AND WELL-BEING
0
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4QUALITY EDUCATION
2
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5GENDER EQUALITY
0
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6CLEAN WATER AND SANITATION
0
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7AFFORDABLE AND CLEAN ENERGY
0
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8DECENT WORK AND ECONOMIC GROWTH
1
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9INDUSTRY, INNOVATION AND INFRASTRUCTURE
0
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10REDUCED INEQUALITIES
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11SUSTAINABLE CITIES AND COMMUNITIES
0
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12RESPONSIBLE CONSUMPTION AND PRODUCTION
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13CLIMATE ACTION
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14LIFE BELOW WATER
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15LIFE ON LAND
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16PEACE, JUSTICE AND STRONG INSTITUTIONS
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17PARTNERSHIPS FOR THE GOALS
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This researcher does not have a Scopus ID.
This researcher does not have a WoS ID.
Scholarly Output
33
Articles
18
Views / Downloads
7296/57947
Supervised MSc Theses
0
Supervised PhD Theses
0
WoS Citation Count
53
Scopus Citation Count
66
Patents
0
Projects
2
WoS Citations per Publication
1.61
Scopus Citations per Publication
2.00
Open Access Source
24
Supervised Theses
0
| Journal | Count |
|---|---|
| Journal of Mathematics Teacher Education | 2 |
| Education and Information Technologies | 2 |
| Eğitim Reformu Girişimi: Sabancı Üniversitesi | 1 |
| Elementary Education Online | 1 |
| Erzincan Üniversitesi Eğitim Fakultesi Dergisi | 1 |
Current Page: 1 / 7
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33 results
Scholarly Output Search Results
Now showing 1 - 10 of 33
Conference Object Okulda Üniversite Modeli’nin İlk Yıl Uygulamasının Değerlendirilmesi(2017) Tunç-Pekkan, Zelha; Birgili, Bengi; Taylan, Rukiye Didem; Aydın, UtkunAmaç : Çalışmamızın amacı, 2014 yılından itibaren MEF Üniversitesi Eğitim Fakültesi’nde uygulanan, öğretmen adayı yetiştirme konusunda kuram ve pratiğe eşit derecede önem vererek yapılandırılan Okulda Üniversite Modeli ve bu modelin uygulama süreci ve çeşitli bağlamlarda değerlendirilmesi hakkında kapsamlı bilgi vermektir. Ulusal ve uluslararası ortamlarda bu modelin farklı kısımlarına odaklanmış araştırmalar sunulmuş fakat bu araştırmalar ortak bir çatı altında Türk Matematik Eğitimcileri ile paylaşılmamıştır. Bu sunum önerimiz ile modelin uygulama süreci ve çeşitli bağlamlarda değerlendirilmesini BİLMAT Kongresi’nde diğer Matematik Eğitimcilerle paylaşmaktır.Article Citation - Scopus: 2Teacher Educators in K-12 Classrooms: How To Nurture Professional Development and Research(North American Business Press, 2022) Taylan, Didem Rukiye; Tunç, Pekkan Zelha; Aydın, Utkun; Birgili, Bengi; Taylan, Rukiye Didem; Tunç-Pekkan, ZelhaFour mathematics teacher educators taught 5th grade mathematics for one year at a disadvantaged public school in a metropolitan city in Turkey. Teacher educators (TE) met every week for 10 months where they discussed what to teach, how to teach and reflected on implementation of their shared planning (Regular Meetings). In some meetings, there was a special focus on teaching and learning of fractions (Fraction Research Meetings). Videotapes of the first six Regular Meetings and six of the Fraction Research Meetings were analyzed. The focus of qualitative analyses was on how the pedagogical content knowledge (PCK) was constructed during meetings. References evidencing TEs' knowledge of students, instructional strategies and assessment were revealed more frequently during the Fraction Research Meetings compared to the Regular Meetings. Findings showed that TEs were more focused on what questions to ask in the classroom and shared their experiences about students' mathematical thinking more frequently. Framing planning and reflection discussions with a focus on conducting research was a productive way of nurturing professional development for TEs. Copyright of Journal of Higher Education Theory & Practice is the property of North American Business Press Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.Article Citation - WoS: 2Citation - Scopus: 2Supporting Prospective Mathematics Teachers in Noticing Students' Proportional Reasoning(Springer, 2024) Baş Ader, Sinem; Taylan, Rukiye Didem; Ader, Engin; Bas-Ader, SinemThis study investigates the effect of a professional development program designed to develop prospective mathematics teachers' ability to notice students' proportional reasoning. It examines how those teachers attended to student thinking, how they interpreted it, and how they decided to respond. Sixteen prospective teachers (PSTs) at a state university participated in a seven-week online professional development (PD) program. We provided participants with a research-based framework for proportional reasoning and engaged them in various ways via interviews with middle school students. They also wrote a reflection paper and received feedback. Combining multiple elements with interviewing was a unique feature of this program. The improvement in participants' noticing skills was statistically significant. Specifically, in the post-assessment, the participants paid attention to most of the mathematical details of the students' strategies, provided interpretations supported by conceptual underpinnings and evidence, and made research-based student-oriented decisions that focused on key issues. Implications for future teacher education practices and suggestions for further research are provided.Article Exploring Prospective Teachers’ Reflections in the Context of Conducting Clinical Interviews(Sicklerville: RU Publications, 2018) Taylan, Rukiye DidemThis study investigated prospective mathematics teachers’ reflections on the experience of designing and conducting one- to-one clinical interviews with middle school students in the context of an elective course on use of video in teacher learning. Prospective teachers were asked to write about weaknesses and strengths in student understanding as well as their own performance as an interviewer in terms of asking questions and responding to student thinking in their reflections on conducting clinical interviews. Furthermore, prospective teachers were also asked to reflect on what they would do differently in order to conduct better clinical interviews. Nature of prospective teachers’ reflections were analyzed by using existing frameworks (through constructs of reflection-on-action and reflection-for-action) and by using thematic analysis. Results of data analyses revealed that prospective teachers had more difficulties in providing meaningful reflection-for-action which was related to alternative decisions and planning for future similar interviews. Thematic analysis results revealed prospective teachers’ learning were grouped under three categories: conducting clinical interviews as part of being a teacher, complexity of conducting clinical interviews, and personal theories about middle school students. There are implications for both teacher learning and research.Article Citation - WoS: 3Citation - Scopus: 2A New Learning Community for Educating Future Teachers: Online Baboratory School(Taylor and Francis Ltd., 2022) Pekkan, Tunç Zelha; Taylan, Didem Rukiye; Tunc-Pekkan, Zelha; Taylan, Rukiye DidemTo provide quality mathematics education for disadvantaged groups of middle school students and continue to offer quality practicum experience to future teachers during the Covid 19 outbreak, we founded the Online Laboratory School. This school was free and open to public school students: 130 middle school students throughout Turkey attended for a 5-week period. There were 25 pre-service teachers actively involved in teaching, under the close supervision of 7 university supervisors. The entire gamut of planning, teaching and reflection sessions for each virtual class were recorded via an e-learning platform. Additionally, survey data was collected from the participating students, parents, pre-service teachers and supervisors. Our findings indicate that we were able to build a unique and virtual learning community. While pre-service teachers and middle school students benefited the most, university supervisors also reported improving their skills on when and how to give feedback. We describe how the school functioned and the range of opportunities it provided to all participants considering situated-learning perspectives and building online-learning communities. We also discuss how this model can be used in the future as a strong asset for teacher education programs and adaptation of fieldwork practices.Conference Object The Effect of University Within School Model-Based Instruction on 5th Grade Students’ Achievement in Fractions(2016) Aydın, Utkun; Birgili, Bengi; Tunç-Pekkan, Zelha; Taylan, Rukiye Didem; Özcan, Mustafa...Article Citation - Scopus: 9Bilinçli-farkındalık Temelli Öz-yeterlik Ölçeği-yenilenmiş (bföö-y): Türkiye Uyarlama Çalışması(2017) Taylan, Rukiye Didem; Bulgan, Gökçe; Atalay, Zümra; Aydın, Utkun; Özgülük, S. BurcuBu araştırmanın amacı, Cayoun, Francis, Kasselis ve Skilbeck (2012) tarafından geliştirilen "Bilinçli- Farkındalık Temelli Öz-yeterlik Ölçeği-Yenilenmiş"i (Mindfulness-Based Self Efficacy Scale-Revised) Türkçe'ye uyarlayarak geçerlik ve güvenirliğini araştırmaktır. Özgün ölçek İngilizce'dir ve altı boyutta toplam 22 maddeden oluşan beşli likert tipi bir ölçme aracıdır. Uyarlanan Türkçe form iki farklı devlet okulunun 5., 6. ve 7. sınıflarında okuyan 713 öğrenciye uygulanmıştır. Tüm ölçek (?= .72) ve ölçeğin Duygu Düzenleme (?= .73), Duygusal Denge (?= .68), Sosyal Beceriler (?= .65), Sıkıntı Tahammülü (?= .62), Sorumluluk Alma (?= .61) ve Kişilerarası Etkenlik (?= .65) alt boyutları için Cronbach Alfa içtutarlık katsayıları her bir alt boyutta yer alan düşük madde sayısı göz önüne alındığında kabul edilebilir seviyededir. Ayırt edici geçerlik analizleri kız ve erkeklerin bilinçli-farkındalık temelli öz-yeterlik ortalama puanları arasında anlamlı bir fark olmadığını gösterirken sınıf düzeyi açısından anlamlı farklılıklar gözlemlenmiştir. Analiz sonuçları, Türkçe'ye uyarlama çalışması gerçekleştirilen bu ölçeğin öğrencilerin bilinçli-farkındalık temelli öz-yeterlik düzeylerini belirlemede geçerli ve güvenilir bir ölçme aracı olduğunu göstermektedir. Sonuçların kuramsal ve yöntemsel uygulamaları tartışılmıştırConference Object Introduction To the Papers of Twg19: Mathematics Teachers and Classroom Practices(Dublin City Univ Glasnevin Campus, 2017) Mosvold, Reidar; Skott, Jeppe; Taylan, Rukiye Didem; Drageset, Ove Gunnar; Sakonidis, Charalampos…Article Citation - WoS: 14Citation - Scopus: 16The Relationship Between Pre-Service Mathematics Teachers’ Focus on Student Thinking in Lesson Analysis and Lesson Planning Tasks(Springer Verlag, 2018) Taylan, Rukiye DidemThis study explored whether pre-service teachers’ (PSTs’) lesson analysis skills during a teacher education course in the country of Turkey were related to their skills of lesson planning. PSTs’ lesson analysis skills during fieldwork were assessed by their attention to and interpretation of student thinking and learning, and how it is influenced by the teachers’ instructional decisions. The PSTs’ lesson analysis scores were significantly and positively correlated with scores in lesson planning task focusing on student thinking. The findings contribute to the literature on whether PSTs’ lesson analysis skills may be transferred to one of the core activities of teaching.Article Citation - WoS: 13Citation - Scopus: 19Characterizing a Highly Accomplished Teacher’s Noticing of Third-Grade Students’ Mathematical Thinking(Springer, 2017) Taylan, Rukiye DidemThis study investigated a highly accomplished third-grade teacher’s noticing of students’ mathematical thinking as she taught multiplication and division. Through an innovative method, which allowed for documenting in-the-moment teacher noticing, the author was able to explore teacher noticing and reflective practices in the context of classroom teaching as opposed to professional development environments. Noticing was conceptualized as both attending to different elements of classroom instruction and making sense of classroom events. The teacher paid most attention to student thinking and was able to offer a variety of rich interpretations of student thinking which were presented in an emergent framework. The results also indicated how the teacher’s noticing might influence her instructional decisions. Implications for both research methods in studying noticing and teacher learning and practices are discussed.
