Thesis (Ph. D.)--Open University. BLDSC no. DX178603.

The purpose of this study is to explore the factors affecting a preservice teacher&rsquo / s perception of technology in relation to subject areas. Study focused on six hundred and ninety six senior preservice teachers (405 female, 288 male, and 3 not stated) from eight different subject areas of Burdur Faculty of Education, S&uuml / leyman Demirel University in Turkey in 2003-2004 Spring semester. A none-experimental survey research design was employed by administrating a Technology Perception Scale (TPS) and a Computer Competency Scale (CCS). Study included four independent variables (gender, subject area, existence of a home computer and perceived computer competency level) and one dependent variable (perception). The study showed that preservice teachers perceive technology in education favorably, but not very favorably. The mean scores of subscales showed the positive effects of technology in education valued more than the effects of teacher training program by preservice teachers. The highest mean score for TPS was observed in classroom teaching preservice teachers and the lowest score was observed in science education. It was also demonstrated that preservice teachers were graduated with a less than moderate level of competency. Classroom teaching preservice teachers possessed the highest mean score, and Turkish education preservice teachers held the lowest mean score. It was also found that males had higher mean scores than females for all scales. Preservice teachers possessing a home computer with Internet access had highest mean scores for all scales. Univariate ANOVA results showed that gender and the perceived computer competency level are the major factors affecting a preservice teacher&rsquo / s perception. It was also revealed that possession of a home computer correlated with perceived computer competency level. Even though there obtained differences among subject areas, subject area was not determined as a significant factor. Under the light of the study results recommendations are suggested for both implication and further studies.

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The aim of this study is to investigate perceptions of preservice mathematics teachers&rsquo / technological pedagogical content knowledge (TPACK) regarding geometry. In addition, the purpose is to examine the relationships among the components of TPACK. Moreover, possible gender and year of enrollment differences related to preservice mathematics teachers&rsquo / technological pedagogical content knowledge dimensions are examined. This research study has been conducted with 780 preservice mathematics teachers who are enrolled in elementary mathematics education department of Education Faculties of seven public universities located in Central Anatolia. Perceived TPACK regarding geometry instrument has been developed to collect data. In order to determine the levels of preservice mathematics teachers&rsquo / perceptions related to TPACK in geometry, descriptive information have been used. The results indicate that preservice mathematics teachers&rsquo / perceptions of TPACK related to geometry is higher than moderate. Furthermore, correlational analysis was conducted to identify the relationship among dimensions of TPACK. Positive significant correlations among the components of the TPACK framework were found in correlational analysis. Besides, two-way MANOVA has been conducted to investigate a possible relationship between demographic information of preservice elementary mathematics teachers and their perceptions of TPACK. According to the MANOVA results, there are statistically significant differences between male and female preservice mathematics teachers in favor of male participants in three components of TPACK, namely technological knowledge, technological pedagogical knowledge and technological pedagogical content knowledge in favour of males.

The primary purposes of present study were 1) investigation of epistemological beliefs held by preservice teachers, 2)investigation of relationship between pre-service teachers&rsquo / environmental literacy and their epistemologicalbeliefs,3)investigation of predictors of pre-service teachers&rsquo / intentions to act environmental behavior. Secondary purpose of the study was to investigate effect of gender, academic major, and grade level on environmental literacy of pre-service teachers. This study was carried out during the spring semester of2008. Sample of this study constituted 560 pre-service teachers from a public university in Ankara. In this study data was obtained from the administration of Turkish versions of Schommers&rsquo / Epistemological Belief Questionnaire and Environmental Literacy Questionnaire. The data were analyzed by using factor analysis, correlational analysis, multiple regression analysis, and multivariate analysis of variances (MANOVA). We found five epistemological belief factors which indicated that pre-service teachers held multidimensional epistemological beliefs.Epistemological belief components, innate ability and quick learning, were significantly related with behavior component of environmental literacy. Innate ability, quick learning dimensions of epistemological beliefs and environmental attitude, concern were investigated to be the predictors of behavior. mean scores of pre-service teachers&rsquo / .Moreover,results of this study revealed that gender / academic major and grade level have effect on environmental literacy of pre-serviceteachers.

This thesis deals with the issue of feminism and gender equality in society and, more specifically in education. Gender equality (as well as other types of equality) is an important part of a democratic society. The way feminism and gender equality are approached and discussed in school reflects and at the same time shapes how it is perceived in society. The goal of this thesis is to present the issue of gender equality and feminism, and analyse the situation specific to these topics in Czech schools. The aim of the thesis is to find out teachers' attitude towards these topics and the way they work with them in their lessons. The theoretical part of this thesis offers basic terms and their interpretations, focuses on the history of feminism its origin and progress in the world and in Bohemia (Czechoslovakia respectively). It maps the development of feminism and gender equality in the Czech Republic since 1989 until the present day and shows the attitude of the Czech society towards these issues. It presents gender equality and feminism in context of education. This part of the thesis was conducted with the use of literature- based research methodology. The empirical part of this thesis analyses the interviews conducted with working teachers of subject called "Basics of Social Sciences" both...

This study investigated the relationships between diverse variables and secondary school pupils' Mathematics achievement. It also dealt with the relative contribution of each variable to Mathematics achievement and the significance of differences in Mathematics achievements when pupils' gender and home background as well as teachers' experience, gender, education, in-service education, homework assignment and testing frequency are taken into account. A questionnaire was administered on 163 standard 8 pupils. I The most important findings of this study were: {1) There was a significant relationship between pupil variables and Mathematics achievement. (2) Pupil variables, particularly self-concept, contributed significantly towards the variance in Mathematics achievement. (3) Pupils who wrote tests often (more than once per term) achieved significantly less than students who wrote tests less often / Psychology of Education / M. Ed. (Psychology of Education)

This study investigated the relationships between diverse variables and secondary school pupils' Mathematics achievement. It also dealt with the relative contribution of each variable to Mathematics achievement and the significance of differences in Mathematics achievements when pupils' gender and home background as well as teachers' experience, gender, education, in-service education, homework assignment and testing frequency are taken into account. A questionnaire was administered on 163 standard 8 pupils. I The most important findings of this study were: {1) There was a significant relationship between pupil variables and Mathematics achievement. (2) Pupil variables, particularly self-concept, contributed significantly towards the variance in Mathematics achievement. (3) Pupils who wrote tests often (more than once per term) achieved significantly less than students who wrote tests less often / Psychology of Education / M. Ed. (Psychology of Education)