The purpose of the present study was to identify the perception of the parents regarding girls&rsquo / education in Sivas and to explore whether their perceptions show significant differences with respect to certain background variables. More specifically, parents&rsquo / perception of benefits of girls&rsquo / education and barriers to girls&rsquo / education were examined. The sample consisted of 241 parents whose daughters attended the public primary schools in Sivas. Data were gathered from the participants via Girls&rsquo / Education Questionnaire (GEQ) developed by the Researcher and subjected to factor and reliability analysis. Statistical program, SPSS, was utilized to carry out the statistical analyses. Responses to open-ended question were qualitatively analyzed. Both descriptive and inferential statistics were utilized to analyze the data. Descriptive Statistics were used to analyze the background information of the participants. Multivariate Analysis of Variance (MANOVA) was employed to explore whether there were significant differences between parents&rsquo / perceptions of benefits of girls&rsquo / education and barriers to girls&rsquo / education with respect to certain background variables. The results indicated that parents had positive thoughts and beliefs concerning girls&rsquo / education. Their ideas regarding benefits of girls&rsquo / education were positive regardless of their social and educational background. As for the barriers to girls&rsquo / education, the findings pointed out that parents&rsquo / were mostly concerned about financial difficulties and securtiy affairs. In conclusion, the results of this study can contribute to girls&rsquo / education by displaying current status of girls education in a relatively small province in Turkey and develop strategies to better the position of girls in education system.

This study investigates two significant components of architectural design, &lsquo / &lsquo / form&rsquo / &rsquo / and &lsquo / &lsquo / space&rsquo / &rsquo / and the basic design elements and principles used in their creation in the context of Roman domestic architecture. It more specifically examines how, by which means and for which purposes certain form and space defining tools such as the column, wall, floor, ceiling and opening with their architectural equivalents as the point, line, plane and volume were used in the atrium houses exemplified in Pompeii in Italy. The study discusses how Romans organized their daily life in reference to certain domestic spaces and how the form and spatial qualities of these spaces contributed to the architectural articulation of the private sphere. By concentrating on a group of recurring domestic spaces including the atrium, garden, and banqueting room and by illustrating the form and spatial composition of these, the study presents an architectural reading of the Roman atrium house.

This study examined Turkish in-service early childhood education teachers&rsquo / self-reported beliefs and self-reported practices in relation to classroom assessment, to see if there were any relationships among in-service early childhood education teachers&rsquo / philosophies, their self- reported practices, their educational backgrounds, and their professional backgrounds. A survey method was conducted for his study. Participants consisted of in-service early childhood education teachers from early childhood centers serving children 3 to 6 years located in Ankara, Turkey. Questionnaires were applied to 200 teachers in 62 ECE centers from authorized 81 centers, who represents different educational and professional backgrounds. Results revealed that in-service early childhood education teachers&rsquo / beliefs are correlated with their classroom practices. Earned educational degree and year of experience in their professions, and number of teaching staff in the classroom were found to be related to their self-reported beliefs as well as their self-reported classroom practices.

This study was aimed to explore the interaction between effective physics teacher characteristics, from teachers&rsquo / and students&rsquo / shared perceptions and students&rsquo / motivation. The thesis included two main parts. The first part was quantitative and the characteristics were identified. The second part was qualitative and the characteristics were used as criteria to select two case teachers and the interaction between their characteristics and students&rsquo / motivation was investigated. The questionnaire, in the quantitative part, was administered in 3 regions of Turkey and 3 cities for each region including 214 high school physics teachers. There were two different questionnaires, derived from the quantitative part, to select the two case teachers for the qualitative part. The qualitative data included interviews with the two case teachers and their students, field notes, and videos. The data in the quantitative part was analyzed by descriptive statistics. Findings revealed that there were 38 effective physics teacher characteristics affecting students&rsquo / motivation in physics within 8 categories as perceived by teachers and students. The characteristics were important in terms of students&rsquo / motivation as perceived by teachers more than as perceived by students. The teachers&rsquo / subject matter knowledge and their personal characteristics were the two categories that mostly affected the students&rsquo / motivation. The data in the qualitative part was analyzed by cross case analysis. The findings revealed that the positive characteristics increased students&rsquo / motivation, when the teachers exhibited them. When the teachers did not display the positive characteristics, the students&rsquo / motivation decreased. If teachers exhibited the negative characteristics in a positive way it was likely to increase students&rsquo / motivation. The qualitative part enhanced results of the quantitative part in that it enlightened the way that those characteristics affected students&rsquo / motivation and what would cause if those characteristics were not exhibited or were exhibited negatively.

The purpose of the current study was to investigate the classroom teachers&rsquo / and science and technology teachers&rsquo / views on science and technology curriculum. In this nation-wide study, survey design was utilized. The participants of the study consisted of 960 teachers in 26 provinces across Turkey and 601 of the teachers were classroom teachers and 359 teachers were science and technology teachers. In order to investigate teachers&rsquo / views, Teachers&rsquo / Views on Science and Technology Curriculum Questionnaire was developed by the researcher. The questionnaire was composed of 3 parts: demographic information part, science and technology teachers&rsquo / views questionnaire and open ended questions. To analyze the data, descriptive statistics and inferencial statistics (MANOVA) were used. The responses to open-ended questions were subjected to qualitative analysis. Results of the descriptive analyses revealed that classroom teachers and science and technology teachers had positive views towards attainments-content, learning-teaching process and assessment component of science and technology curriculum. Results of MANOVA analysis demonstrated that graduation fields affect teachers&rsquo / views towards attainments-content and assessment component of the Science and Technology Curriculum / whereas graduation fields did not affect teachers&rsquo / views towards learning-teaching process. Similarly, teaching experiences affect teachers&rsquo / views towards attainments-content and assessment component of the curriculum. As for teaching field, the results showed that teaching field affects teachers&rsquo / views towards attainments-content and assessment component of the curriculum and classroom teachers had more positive views on these components. Gender did not illustrate statistically significant results on teachers&rsquo / views on science and technology curriculum components.

This study focuses on the relationship between women&rsquo / s work and women&rsquo / s liberation and emancipation from male domination by examining, within a feminist epistemological and methodological standpoint, the personal and occupational experiences of women doing professional work in Turkey. The aim of this study is to make a conceptual discussion by referring to the field of professional work and the particular form it takes in the Turkish case. Patriarchy at professional work, which operates differently than it does in waged work, has been approached with a socialist feminist standpoint. However, socialist feminist conceptualisation of patriarchy at work has been interpreted with a special focus on different forms of patriarchy. According to this, patriarchy is an incomplete formation which manifests itsef in different actual forms. Due to its changing and fluid nature it is maintained in different social practices. This interpretation of patriarchy with the notions of &quot / manifestation&rdquo / and &ldquo / practice&rdquo / provides for conceptualising the contextual features of patriarchy without being lost or dispersed in the contextuality of the patriarchal operations. It connects different contexts that arise from regional, religional, ethnic, racial, or class-based effects or social, economic, political and historical conditions without reducing them to a generalised sameness. In this context, women&rsquo / s becoming and being professionals in Turkey in the early republican period appears to be a significant example. In Turkey, Kemalism appears to be the practice which determines not only the professions but also the conditions of women&rsquo / s entery to the public realm as educated professionals. In this connection patriarchy is manifested within the interacting practices of professionalism and Kemalism. As the research design of oral history narratives of 18 women and some other biographic and historical sources indicates, women internalised professional values above and beyond Kemalist values together with their patriarchal contents. Although being professional has a certain liberating effect on women&rsquo / s lives they had to deal with patriarchal manifestations within the practices of professionalisma and Kemalism.

Efforts for promotion of women&rsquo / s entrepreneurship in Turkey have growing ever-more noteworthy in Turkey, in parallel to the other countries&rsquo / experiences. These efforts are ranging from creation of shared workshops by civil society organizations, entrepreneurship trainings, shared sales places to establishment of business incubators. Correspondingly, the actors involved in these activities are getting diverse. Women&rsquo / s organizations, state organizations, private enterprises, chambers and national-international development foundations are developing their own models and strategies for supporting women&rsquo / s entrepreneurship. These efforts are all can be categorized within the framework of development practice and be considered as a new strategy. As a development policy strategy women-focused entrepreneurship support activities are significant when compared with other employment generation aimed development programmes in terms of the number of project and programmes implemented and the multiplicity of the objectives they are acknowledged to serve. These programme and project based efforts targeting development of women&rsquo / s entrepreneurship are stated to have objectives of increasing women&rsquo / s employment and developing their productivity, alleviating women&rsquo / s poverty and contributing to women&rsquo / s social empowerment. In this work, it is argued that according to the objective prioritized over others, it is possible to diagnose three different paradigms guiding the practice of different actors. In this vein, economic efficiency oriented, poverty alleviation oriented and empowerment oriented approaches to women&rsquo / s entrepreneurship support. A similar conceptualization is also offered by Mayoux (2001b). This work explores different approaches to women&rsquo / s entrepreneurship support issue in Turkey using above described categorization and discusses their assumptions and implementation-process-consequences comparatively. The analysis is substantiated upon the data of 17 semi-structured interviews held with the representatives of the organizations widely involved in the area, published and unpublished reports reached and the archival data on the practices of the primary actors in the area.

The complete set of Green&rsquo / s functions for cylindrically layered media is presented. The formulations reported in the previously published work by Tokg&ouml / z (M.S.Thesis, 1997) are recalculated, the missing components are added and a solution to the problem when (rho equals rhop) is proposed. A hybrid method to calculate mutual coupling of electric or magnetic current elements on a cylindrically layered structure using MoM is proposed. For the calculation of MoM matrix entries, when (rho equals rhop) and fi is not close to fip, the closed-form Green&rsquo / s functions are employed. When fi is close to fip, since the spectral-domain Green&rsquo / s functions do not converge, MoM matrix elements are calculated in the spectral domain. The technique is applied to both printed dipoles and slots placed on a layered cylindrical structure. The computational efficiency of the anaysis of mutual coupling of printed elements on a cylindrically layered structure is increased with the use of proposed hybrid method due to use of closed-form Green&rsquo / s functions.

The purpose of this study was to investigate primary school and mathematics teachers&rsquo / efficacy beliefs and perceptions in the context of the new primary mathematics curriculum and identify differences, if any, in teachers&rsquo / efficacy beliefs and perceptions based on their area of certification, gender, experience and number of students in classroom. The sample consisted of 805 teachers, 696 of whom were primary and 105 of whom were mathematics teachers working in elementary schools located in Mersin, Eskisehir, Bolu, Ankara and Istanbul. The questionnaire administered to participants was adapted by the researcher throughout the study. Results of exploratory factor analysis suggested six dimensions: Utility and Impact of the Curriculum, Impact of the Curriculum regarding Efficacy Beliefs, Efficacy Beliefs regarding the New Curriculum, Utilization of Curriculum, Utilization of Special Techniques, and Teachers&rsquo / Sense of Efficacy. The results of the MANOVA analysis indicated that teachers&rsquo / area of certification and experience had a significant role on the collective dependent variables, while number of students and gender did not. Analysis further revealed that primary teachers had significantly stronger efficacy beliefs about the new curriculum than mathematics teachers. Moreover, teachers with 11-15 and 21 and more years of experience were significantly found to perceive a higher utilization of special techniques than teachers with 10 years or less experience. In a similar sense, teachers with 16-20 years of experience were found to have a significant higher perceived utilization of special techniques than teachers with 5 years or less experience.

The purpose of this study was to investigate teachers&rsquo / ways of using mathematics textbooks while planning the lesson and during the lesson, to document teachers&rsquo / views about elementary students&rsquo / usage of mathematics textbook during the classroom time and for their homework and teachers&rsquo / views about mathematics textbooks&rsquo / characteristics. A case study was conducted in a private elementary school with more class hours for mathematics and six mathematics teachers teaching 4th, 5th, 6th, and 7th grade mathematics in this school participated. Data were collected in the spring semester of 2010-2011 academic year through an interview protocol with 16 main questions addressing teachers&rsquo / mathematics textbook usage and students&rsquo / mathematics textbook usage developed for this study by the researcher through the findings and discussions in the literature. Data analysis was conducted through qualitative methods. The findings of this study showed that participant teachers expressed both positive and negative views about characteristics of textbook and usage of textbook. All of them stated that the textbook was their main tool for lesson preparations and teaching. They followed the curriculum from textbook and decided what to do, how to do, and when to do. Participants underlined that textbook was an effective helper but it needed improvement in many aspects. The findings also showed that teachers viewed that students did not use their textbook efficiently. All of the teachers expressed that students did not prefer to study from textbook if there were not any assignment or homework. Teachers specified that students could improve studying habits from textbook if teachers could direct them efficiently. The findings of this study might be useful to prepare more effective lessons for teachers, to give ideas to teachers for guiding their students for effective textbook usage, and to increase the quality of textbooks.