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    A Bibliometric Analysis of Research on Self-Regulated Learning: From the Beginning To 2021
    (2023) Cobanoglu, Rahime; Büyükkıdık, Serap; Yurttaş Kumlu, Gülfem Dilek
    The present study explores the self-regulated learning (SRL) research published in English or Turkish language journals included in the Web of Science database from the beginning to 2021 via bibliometric analysis. The 2197 articles that met the eligibility criteria were included in the study. The results reveal that the research on SRL has been carried out mostly by scholars from the USA and has gained increased attention since the 2000s. The three most influential scholars of self-regulated research are Chia-Wen Tsai, Philip H. Winne, and Roger Azevedo; however, the two top documents by local citations belong to Barry J. Zimmerman (2008) and Paul R. Pintrich (2004) in the study. The analyzed studies cited the Journal of Educational Psychology and Contemporary Educational Psychology most. The results reveal that motivation, metacognition, self-efficacy, and learning strategies are the keywords that most frequently occur and co-occur in the analyzed studies along with SRL. The trend topics of SRL research have been learning analytics, flipped classrooms, and MOOCs since 2018.
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    Are School Courses Related to Central Exam Success More Important in Children's Education? Parental View and Related Factors
    (Dergipark Akad, 2020) Kumlu, Gulfem Dilek Yurttas; Cobanoglu, Rahime
    The present study, considering the influence of parents on the education of their children, examines how parents rate the importance of courses that are related (Science, Mathematics, Social Studies, Turkish, and Foreign Language Education) and not related (Physical Education, Ethics, Art) to central exam success. Specifically, the study investigated the relationship between parents' perception of the importance of a subject that is related and not related to central exam success and parents' educational degree and income level, and their children's level of education. The study involved 540 parents from the central districts of Sinop. Descriptive statistics and logistic regression analysis were used in data analysis. Findings revealed that most of the parents perceived Mathematics as the most important subject for the education of their children. However, a few parents ranked Physical Education, Art, and Social Studies courses as the most important subject for children's education. The logistic regression analysis showed that there was a significant relationship between the parents' perception of the importance of subjects that are related or not related to central exam success and parents' degree of education and children's level of education. The study findings were discussed given the influence of central exams and parents on Turkish Education System.
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    Faculty Experiences, Views, and Challenges on Internationalization in Higher Education from a Cross-Cultural Perspective
    (Cukurova Univ, 2020) Akar, Hanife; Cobanoglu, Rahime; Plunkett, Patrick
    This paper explores faculty experiences, visions and their perceived challenges of internationalization in higher education in two different cultural contexts through a causal-comparative research. The participating faculty (N = 216) were affiliated with a university in the Northeast of the USA and a university in Mid-Anatolia in Turkey. Data were collected through Status of Internationalization Scale and the Challenges of International Education Scale and analyzed employing descriptive statistics and one-way between-groups multivariate analyses. The study findings indicate that faculty are challenged differently by the internationalization process in the two cultural contexts. The sample in the west tends to internationalize less abroad as receivers of international students and are especially challenged to teach diverse student populations and dealing with cross-cultural communication. The faculty in non-west internationalize more abroad and view their curriculum as international due to adopting an Anglophone education and utilizing international curriculum instruments. The study overall reveals that universities become increasingly complex and should establish policies not only to address international student needs, but also promote policies for collaborative research in a global context.
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    Quality of Early Childhood Education at a Glance: Problems Related to Families, Teachers, and Working Conditions
    (Ani Publishing, 2020) Cobanoglu, Rahime; Yildirim, Ali; Aydin, Yesim Capa
    The present study attempts to reveal the problems related to the quality of early childhood education (ECE) regarding structural features and educational process based on qualitative data. The study was conducted in public pre-primary schools in Ankara. Seven female early childhood teachers selected through maximum variation sampling method were interviewed in this phenomenological research. These teachers' classrooms were also observed during one school day to support interview findings. Content analysis was applied in data analysis. Results overall show that there are various problems related to the quality of ECE considering structural features and educational process. In the domain of structural quality, problems are mainly related to families, teachers, and working conditions. In domain of educational process quality, problems manily pertain to planning, learning / teaching process, and classroom management. For qulaity improvement in ECE, it is necessary to enhance working conditions, raise the consciousness of families about ECE, and develop teacher qualifications.
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    Sources of teacher beliefs about developmentally appropriate practice: a structural equation model of the role of teacher efficacy beliefs
    (Routledge Journals, Taylor & Francis Ltd, 2019) Cobanoglu, Rahime; Capa-Aydin, Yesim; Yildirim, Ali
    The developmentally appropriate practice (DAP) guideline offers professional standards for high quality practice in early childhood education in the United States and abroad. The present study examines how well the three aspects of teacher efficacy beliefs including self-efficacy for teaching, self-efficacy for parent involvement, and general teaching efficacy predict teacher beliefs about DAP as well as developmentally inappropriate practice (DIP) through structural equation modeling. The sample comprised 251 preschool teachers employed in public pre-primary schools in a metropolitan city in Turkey. Results indicated that general teaching efficacy was a significant predictor of teacher beliefs about DAP and DIP. Teacher self-efficacy for parent involvement significantly predicted teacher beliefs about DAP but not DIP. There was not any significant influence of teacher self-efficacy for teaching on teacher beliefs about DAP and DIP. This study overall suggests that teacher efficacy beliefs constitute one of the important sources of teacher beliefs about DAP.
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    Teacher-child interaction quality in early childhood education: the impact of teacher beliefs
    (Routledge Journals, Taylor & Francis Ltd, 2023) Cobanoglu, Rahime; Capa-Aydin, Yesim; Yildirim, Ali
    This study examines the status of teacher-child interaction quality, the nature of teacher beliefs, and their relationship in the context of preschool classrooms in a metropolitan city in Turkey via a mixed-methods research design. Quantitative data were collected from 47 preschool teachers through teacher survey and structured classroom observation methods using the Classroom Assessment Scoring System (CLASS). In the qualitative dimension, semi-structured interviews were conducted with four preschool teachers, purposefully selected based on their CLASS scores. The results revealed that the overall quality of teacher-child interaction was 'average' in the classrooms. Preschool teachers were generally positive about their capabilities to teach and tended to espouse developmentally appropriate practice to a great extent, but these beliefs did not consistently align with the teacher-child interaction quality observed in their classrooms. The study highlights the critical need to bridge the gap between teachers' beliefs and practices to improve the quality of early childhood education.
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    The post-disaster response of a higher education institution in Türkiye: Insights from students and instructors
    (Elsevier, 2024) Kucukakin, Pinar Mercan; Tasti, Ozlem Yildirim; Cobanoglu, Rahime; Gokmenoglu, Tuba
    The earthquake that hit Turkiye on February 6th, 2023 had a profound impact on the higher education system. The Higher Education Council decided to transmit distance education to all universities, whether or not they were affected by the earthquake. This case study o investigates how this decision, taken in the aftermath of the earthquake, affected students and instructors at a higher education institution. To achieve this, semi-structured individual and focus group interviews were conducted. The study revealed several crucial issues regarding communication, institutional support, and the frequent changes in the system. Additionally, the findings identified a variety of challenges, including emotional distress, motivational obstacles, technical issues, accessibility constraints, family-related challenges, and disparities in instructional practices. The insights gained from this case study can provide valuable guidance for faculty, administrators, and policy-makers to make more effective decisions in the event of future earthquakes or similar emergencies.
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    Türkiye’de Program Geliştirme Çalışmaları: Cumhuriyet’in İlanından Günümüze Tarihsel Bir Analiz
    (2021) Cobanoglu, Rahime; Yildirim, Ali
    Bu makalenin amacı, alanyazın incelemesine dayalı olarak Cumhuriyet’in ilanından günümüze ülkemizde program geliştirme alanında öne çıkan temel konuları, Cumhuriyet sonrası dönemde programlara yön veren yaklaşımları ve geçmiş program geliştirme çalışmaları ışığında Eğitim Programları ve Öğretim alanı açısından ortaya çıkan sonuçları tartışmaktır. Makalede bulgular, Cumhuriyet sonrası dönemde program geliştirme süreci ile ilgili öne çıkan ana konular ve geçmişte iz bırakan eğitim programlarının temel özellikleri olmak üzere iki tema altında sunulmaktadır. Program geliştirme süreci ile ilgili bulgular; program geliştirme sürecine paydaş katılımının sağlanması, kırsal bölgelerin ihtiyaçlarına cevap verebilen programların geliştirilmesi ve bir model çerçevesinde program geliştirme çalışmalarının yürütülmesi konularına yoğunlaşmaktadır. Diğer taraftan, geçmiş eğitim programlarının özellikleri ile bulgular, Cumhuriyet’in ilanından sonra farklı yaklaşımlara dayalı olarak geliştirilen 1924, 1926, 1936, 1948, 1968, 1995, 2005 ve 2017 Programları’nın program geliştirme tarihimizde önemli bir yer tuttuğunu göstermektedir. Geçmiş program geliştirme çalışmalarında birçoğu program geliştirme süreci ile ilgili olan çeşitli sorunlar olduğu göze çarpmaktadır. Türkiye’de program geliştirme alanında yaşanan gelişmeleri eleştirel bir bakış açısı ile analiz eden bu makalenin günümüz program geliştirme çalışmalarına ve araştırmalarına ışık tutması beklenmektedir.