Taylan, Rukiye Didem

Profile URL
https://hdl.handle.net/20.500.11779/2890
Name Variants
Taylan, Didem Rukiye & Taylan, Rukiye Didem & Rukiye Didem Taylan
Job Title
Email Address
tayland@mef.edu.tr
Main Affiliation
06.02. Department of Mathematics and Science Education
Status
Current Staff
Website
ORCID ID
0000-0002-3851-5662
Scopus Author ID
Turkish CoHE Profile ID
Google Scholar ID
WoS Researcher ID
Files
RUKİYE DİDEM TAYLAN.jpg (172.13 KB)
No research topics data found.

Sustainable Development Goals

NO POVERTY1
NO POVERTY
0
Research Products
ZERO HUNGER2
ZERO HUNGER
0
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GOOD HEALTH AND WELL-BEING3
GOOD HEALTH AND WELL-BEING
0
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QUALITY EDUCATION4
QUALITY EDUCATION
2
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GENDER EQUALITY5
GENDER EQUALITY
0
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CLEAN WATER AND SANITATION6
CLEAN WATER AND SANITATION
0
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AFFORDABLE AND CLEAN ENERGY7
AFFORDABLE AND CLEAN ENERGY
0
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DECENT WORK AND ECONOMIC GROWTH8
DECENT WORK AND ECONOMIC GROWTH
1
Research Products
INDUSTRY, INNOVATION AND INFRASTRUCTURE9
INDUSTRY, INNOVATION AND INFRASTRUCTURE
0
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REDUCED INEQUALITIES10
REDUCED INEQUALITIES
0
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SUSTAINABLE CITIES AND COMMUNITIES11
SUSTAINABLE CITIES AND COMMUNITIES
0
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RESPONSIBLE CONSUMPTION AND PRODUCTION12
RESPONSIBLE CONSUMPTION AND PRODUCTION
0
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CLIMATE ACTION13
CLIMATE ACTION
0
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LIFE BELOW WATER14
LIFE BELOW WATER
0
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LIFE ON LAND15
LIFE ON LAND
0
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PEACE, JUSTICE AND STRONG INSTITUTIONS16
PEACE, JUSTICE AND STRONG INSTITUTIONS
0
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PARTNERSHIPS FOR THE GOALS17
PARTNERSHIPS FOR THE GOALS
0
Research Products
This researcher does not have a Scopus ID.
This researcher does not have a WoS ID.
No records found in other affiliations.
Scholarly Output

31

Articles

16

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

1.71

Scopus Citations per Publication

2.13

Open Access Source

22

Supervised Theses

0

JournalCount
Journal of Mathematics Teacher Education2
13th International Congress on Mathematical Education [ICME]1
Education and Information Technologies1
Eğitim Reformu Girişimi: Sabancı Üniversitesi1
Erzincan Üniversitesi Eğitim Fakultesi Dergisi1
Current Page: 1 / 6

Scopus Quartile Distribution

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Filters

2015 - 2019242020 - 20257

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Author of Publication: search.filters.isAuthorOfPublication.92275183-c98b-4a5b-8f8f-207342d233db

Scholarly Output Search Results

Now showing 1 - 10 of 31
  • Article
    Exploring Prospective Teachers’ Reflections in the Context of Conducting Clinical Interviews
    (Sicklerville: RU Publications, 2018) Taylan, Rukiye Didem
    This 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: 3
    Citation - Scopus: 2
    A 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 Didem
    To 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
    Improving Fifth Grade Students’ Fractional Knowledge Through University-School Partnership
    (2016) Aydın, Utkun; Birgili, Bengi; Tunç-Pekkan, Zelha; Taylan, Rukiye Didem; Özcan, Mustafa
    ...
  • Conference Object
    Academicians as Teachers: Nurturing Teaching Experience
    (2016) Tunç-Pekkan, Zelha; Taylan, Rukiye Didem; Birgili, Bengi; Aydın, Utkun; Özcan, Mustafa
    Four academicians volunteered to teach 5th grade mathematics for one year in a Turkish public school. Academicians met every week for 40 weeks where they discussed what to teach, how to teach and reflected on implementation of their shared planning. Videotapes of first six Regular Meetings and six weeks of Research Meetings were analyzed. The focus of qualitative analyses was on how the knowledge of teaching was constructed differently in those two settings. References evidencing academician teachers’ knowledge of students, instructional strategies and assessment were found to occur more frequently during the Research Meetings compared to Regular Meetings. Academicians discussed more frequently what questions to ask in the classroom and exchanged comments about students’ thinking with more evidence. Using learning theories and framing planning and reflection discussions with a focus on research appeared to be a productive way of nurturing teaching experiences of academicians as teachers.
  • Conference Object
    Okulda Üniversite Modeli Çerçevesinde Matematik Öğretimi
    (2015) Tunç-Pekkan, Zelha; Aydın, Utkun; Taylan,Rukiye Didem; Birgili, Bengi
    ...
  • Article
    Citation - WoS: 5
    Citation - Scopus: 5
    Impacts of a University-School Partnership on Middle School Students' Fractional Knowledge: a Quasiexperimental Study
    (Taylor & Francis, 2018) Tunç-Pekka, Zelha; Özcan, Mustafa; Birgili, Bengi; Taylan, Rukiye Didem; Aydın, Utkun; Tunc-Pekkan, Zelha
    In this quasiexperimental study, the authors investigated the effects of university within school partnership model, within which faculty members acted as teacher-researchers to improve fractional knowledge among middle school (Grades 5–8) students. Students in nine Grade 6 mathematics classes from two public middle schools in Turkey were assigned to two conditions: University within school model instruction and traditional instruction. Pre- and posttest data showed that the students exposed to instruction through the university within school partnership model significantly outperformed their traditional instruction peers on the fractions test. Results indicated that students made significant gains in fractional knowledge in the experimental classrooms and in different subgroup populations. It was suggested that a substantial amount of mathematical infusion through partnership could have a positive impact on middle school students' fractional knowledge. The educational implications of the study were also discussed.
  • Conference Object
    Investigating Fifth-Grade Students’ Conceptions of Fractions on the Number Line
    (NCTM Research ConferenceAt: San Francisco, 2016) Taylan, Rukiye Didem; Tunc-Pekkan, Zelha; Aydın, Utkun; Birgili, Bengi; Özcan, Mustafa
    In this study, clinical interviews focusing on students’ understanding of fractions as numbers on the number line were conducted with six fifth-grade students both before and after an intervention designed by teacher-researchers. Although in general students demonstrated improved understanding of fraction concepts even in situations requiring reversible thinking, difficulties in finding benchmarks on the number line and a limited awareness of density of fractions on the number line persisted among students.
  • 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: 9
    Bilinçli-farkındalık Temelli Öz-yeterlik Ölçeği-yenilenmiş (bföö-y): Türkiye Uyarlama Çalışması
    (Ankara University, 2017) Taylan, Rukiye Didem; Bulgan, Gökçe; Atalay, Zümra; Aydın, Utkun; Özgülük, S. Burcu; Burcu Özgülük, S.
    Bu 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 tartışılmıştır
  • Conference 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
    …