Year 2020, Volume 9 , Issue 4, Pages 273 - 289 2020-10-31

Eğitim programı ve öğretim alanındaki doktora tezlerinin kuramsal çerçeve, yöntem ve araştırmanın alana katkı boyutlarına göre değerlendirilmesi
Examination of the curriculum and instructional PhD dissertations in the field of educational sciences concerning theoretical framework, method and contributions of research dimensions

Aydin ASLAN [1] , Ömer AÇIKGÖZ [2] , Aslı GÜNAY [3] , Korkut KOÇAK [4]


Bu çalışmada sosyal ve ekonomik problemlerin çözümünde ve nitelikli insan kaynaklarının yetiştirilmesinde çok önemli rolü olan Eğitim Programları ve Öğretim (EPÖ) doktora programına odaklanılmıştır. Çalışmada EPÖ alanında doktora derecesine sahip kişilerin dereceli puanlama anahtarı kullanılarak doktora tezleri değerlendirilmiş olup ilgili alandaki doktora programının ne kadar yenilikçi ve yaratıcı araştırmacı yetiştirdiği araştırılmıştır. Eğitim bilimlerinde uzman iki kodlayıcı, 2013 ve 2019 yılları arasında Türkiye ve yurtdışında ilgili alanda Türklerin yapmış olduğu yetmiş doktora tezini, dereceli puanlama anahtarındaki kesme puanına göre analiz etmiştir. 1. seviye altında yirmi dokuz tez, 1. seviyede kırk bir tez ve 2. Seviyede hiç tez değerlendirilmiştir. Tezlerin alt boyutlarını oluşturan kuramsal çerçeve, yöntem ve araştırmanın alana katkılarında anlamlı farklılık oluşmasına karşın tezlerde anlamlı bir fark meydana gelmemiştir. Türkiye ve yurtdışında tamamlanan doktora tezleri eğitime yenilikçi bir bakış açısı kazandırmamaktadır. Söz konusu doktora programlarının yenilikçi ve yaratıcı doktora derecesine sahip kişileri yetiştirmede etkin olmadıkları anlaşılmaktadır. Doktora programlarını iyileştirmek için çeşitli öneriler tartışılmıştır.

This study focused on the doctoral program in Curriculum and Instruction (CIPP) due to its crucial role in training qualified human capital and in creating solutions for economic and social problems. It investigated to what extent CIPP contributes to training innovative and creative Turkish PhD holders evaluating their dissertations through a rubric. Two expert raters in educational sciences evaluated seventy dissertations completed by the Turkish PhD holders in Turkey and abroad between 2013 and 2019 according to the cutoff scores in the rubric. Twenty-nine dissertations were rated at Below Level 1, forty-one dissertations at Level 1 and no dissertations at Level 2. No significant difference was observed among the dissertations despite significant differences in theoretical framework, method and contributions of research dimensions. The dissertations completed in Turkey and abroad do not contribute an innovative perspective to education. It is understood that the programs are not effective to train innovative and creative the PhD holders. Several implications were discussed to improve the doctoral programs.

  • * (References with an asterisk (*) indicate the PhD dissertations examined in the study.)
  • Bayrak Karsli, M., Karabey, S., Cagiltay, N. E., & Göktaş, Y. (2018). Comparison of the discussion sections of PhD disserations in educational technology: the case of Turkey and the USA. Scientometrics, 117, 1381-1403. DOI:10.1007/s11192-018-2955-8
  • Bıkmaz, F. H., Aksoy, E., Tatar, Ö., & Altınyüzük, C. A. (2013). Eğitim programları ve öğretim alanında yapılan doktora tezlerine ait içerik çözümlemesi (1974-2009) [The content analysis of PhD theses completed in the field of curriculum and instruction]. Eğitim ve Bilim, 38(168), 280-303.
  • Büyüköztürk, Ş. (2014). Sosyal Bilimler için Veri Analizi El Kitabı İstatistik, Araştırma Deseni SPSS Uygulamaları ve Yorum [Data analysis handbook for social sciences statistics, research design, SPSS applications and interpretations]. Ankara: PEGEM Akademi.
  • Can, A. (2019). SPSS ile bilimsel araştırma sürecinde nicel veri analizi [Quantitative data analysis in scientific research process through SPSS]. (7. Edition). Ankara: PEGEM Akademi.
  • Crocker, A., & Algina, J. (2008). Introduction to Classical and Modern Test Theory. Ohio: Cengage Learning.
  • Çapuk, S. (2014). Comparative analysis of curriculum and instruction master and doctorate programs between Turkey and the U.S. (Unpublished doctoral dissertation). İnönü University, Malatya.
  • Çeri, B. K. (2013). The evaluation of curriculum and instruction graduate programme according to faculty members’ opinions. (Unpublished master’s thesis). Yildiz Technical University, İstanbul.
  • Çetin, A. (2016). An investigation of physics education doctoral dissertations made in Turkey between 2010 and 2015. The Turkish Online Journal of Educational Technology-TOJET, Special Issue for INTE 2016, 248-254.
  • European Commission. (2018). The European Qualifications Framework: supporting learning, work and cross-border mobility.10thAnniversary. Luxembourg. Retrieved from http://www.ehea.info/Upload/TPG_A_QF_RO_MK_1_EQF_Brochure.pdf DOI: 10.2767/385613
  • Fazlıoğulları, O. (2012). Characteristics of doctoral dissertations of educational sciences in Turkey. (Unpublished doctoral dissertation). Ankara University, Ankara.
  • George, D., & Mallery, P. (2016). IBM SPSS Statistics 23 Step by Step: A Simple Guide and Reference. (14th ed.). New York: Routhledge.
  • Ghent University. (2019). Conditions for doctoral training. Ghent. Retrieved from https://www.ugent.be/doctoralschools/en/regulations
  • İşcan, C. D., & Bıkmaz, F. H. (2012). Analysis of graduate programs on the field of curriculum and instruction. Ankara University Journal of Faculty of Educational Sciences, 45(1), 107-138. DOI: 10.1501/Egifak_0000001238
  • Karadağ, E. (2009). A thematic and methodological reviewing on doctoral thesis which made at the area of education sciences in Turkey: a case study. (Unpublished doctoral dissertation). Marmara University, İstanbul.
  • Kirk, R. E. (2007). Statistics, an introduction. (5th Edition). The USA: Thomson Wadsworth.
  • Koo, T. K., & Li, M. Y. (2016). A guideline of selecting and reporting intraclass correlation coefficients for reliability research. Journal of Chiropractic Medicine, 15(2), 155-163. DOI: 10.1016/j.jcm.2016.02.012
  • Kozikoğlu, İ., & Senemoğlu, N. (2015). Eğitim programları ve öğretim alanında yapılan doktora tezlerinin içerik analizi (2009-2014) [The content analysis of dissertations completed in the field of curriculum and instruction (2009-2014)]. Eğitim ve Bilim, 40(182), 29-41. DOI: 10.15390/EB.2015.4784
  • Krippendorff, K. (2004). Reliability in content analysis: some common misconceptions and recommendations. Human Communication Research, 30(3), 411-433.
  • Laosum, T., Kanjanawasee, S., & Pitayanon, T. (2016). Development of a dissertation quality value-added model for humanities and social sciences programs for private higher education institutions in Thailand. Kasetsart Journal of Social Sciences, 37, 138-143. DOI: 10.1016/j.kjss.2016.08.010
  • Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159-174.
  • Leuven University. (2018). Conditions for doctoral training. Leuven Retrieved from https://www.kuleuven.be/english/application/requested-documents-doctoral#core]
  • Liu, H. (2015). Comparing Welch’s ANOVA, a Kruskal-Wallis test and traditional ANOVA in case of heterogeneity of variance. (Unpublished Master’s Thesis). Virginia Commonwealth University, USA.
  • Lovitts, B. E. (2005). How to grade a dissertation. Academe, 91(6), 18-23.
  • McKenney, S., & Reeves, T. C. (2012). Conducting educational design research. NY: Routledge.
  • OECD. (2019a). OECD work on careers of doctorate holders. Paris. Retrieved from https://www.oecd.org/innovation/inno/careers-of-doctorate-holders.htm#background
  • OECD. (2019b). OECD future of education and skills 2030: OECD learning compass 2030 A series of concept notes. Paris. Retrieved from https://www.oecd.org >2030-project
  • OECD. (2018). The future of education and skills. Education 2030 the future we want. Paris. Retrieved from https://www.oecd.org >2030-project
  • ÖSYM. (2018). The results of the pre-service teachers’ content knowledge examinations. Ankara. Retrieved from https://osym.gov.tr>2018-kpss
  • Serdyukov, P. (2017). Innovation in education: what works, what doesn’t, and what to do about it? Journal of Research in Innovative Teaching & Learning, 10(1), 4-33.
  • Shingala, M. C., & Rajyaguru, A. (2015). Comparison of post hoc tests for unequal variance. International Journal of New Technologies in Science and Engineering, 2(5), 22-33.
  • Şencan, H. (2005) Sosyal ve Davranışsal Ölçümlerde Güvenirlik ve Geçerlilik[Reliability and validity in social and behavioral measurements]. Ankara: Seçkin Publishing.
  • Turkish Graduate Education Regulation. (2016). 29690 numbered Official Gazette. Ankara. Information System of Regulation of the Presidency of the Republic of Turkey. Retrieved from https://www.mevzuat.gov.tr/mevzuat?MevzuatNo=21510&MevzuatTur=7&MevzuatTertip=5
  • Uysal, Ş. (2013). Investigation of dissertations in the field of educational administration supervision planning and economics in Turkey. (Unpublished doctoral dissertation). Eskişehir Osmangazi University, Eskişehir.
  • VQA. (2015). Turkish Qualifications Framework. Ankara. Retrieved from https://www.myk.gov.tr//TRR/File6.pdf
  • Vrije University. (2019). The doctoral training programme. Brussel. Retrieved from https://student.vub.be/en/phd/doctoral-training#training-programme
  • World Economic Forum. (2019). The global competitiveness reports. Geneva. Retrieved from: http://www3.weforum.org/docs/WEF_TheGlobalCompetitivenessReport2019.pdf
  • Yağan, S. A. (2018). The evaluation of curriculum and instruction doctoral programs. (Unpublished doctoral dissertation). Eskişehir Osmangazi University, Eskişehir.
  • Yetkiner, A., Erdol, T. A., & Ünlü, Ş. (2019). Content analysis of PhD dissertations on curriculum and evaluation (1996-2017). Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 21(1), 247-269. DOI: 10.17556/erziefd.443298
  • *Akarsu, M. (2018). Pre-service teachers’ understanding of geometric reflections in terms of motion and mapping view. (Unpublished doctoral dissertation). Purdue University, Indiana, USA.
  • *Akkaş, E. (2014). The effects of differentiated problem-solving instruction on mathematical problem solving, attitudes and creative thinking of gifted and talented learners. (Unpublished doctoral dissertation). Abant İzzet Baysal University, Bolu.
  • *Akoglu, K. (2018). Blending online coursework and small learning communities to examine professional growth in teaching statistics: a phenomenological case study. (Unpublished doctoral dissertation). North Carolina State University, Raleigh, USA.
  • *Akpur, U. (2015). The relationship pattern between English prep school students’ academic achievement and their academic motivation, anxiety and attitudes. (Unpublished doctoral dissertation). Yıldız Technical University, İstanbul.
  • *Akyıldız, S. T. (2015). The effect of cognitive coaching supported reflective teaching approach on students’ academic achievement, retention, metacognitive and reflective thinking skills in English language thinking. (Unpublished doctoral dissertation). Fırat University, Elazığ.
  • *Akyıldız, S. (2014). Investigating the relationship between high school teachers’ epistemological beliefs and teaching-learning approaches. (Unpublished doctoral dissertation). Fırat University, Elazığ.
  • *Bilir, C. K. (2018). Pre-service teachers’ understanding the measurement of the area of rectangles. (Unpublished doctoral dissertation). Purdue University, Indiana, USA.
  • *Bulut, A. (2018). The effects of active learning model applied in 7th grade Turkish language course on students’ critical thinking tendencies. (Unpublished doctoral dissertation). Tokat Gaziosmanpaşa University, Tokat.
  • *Çadallı, A. (2019). Perceptions of practices and partnerships in museum education: a case study. (Unpublished doctoral dissertation). İhsan Doğramacı Bilkent University, Ankara.
  • *Çelik, İ. (2018). Effect of using observation and case-study library in Fatih project applications on pre-service teachers’ TPACK and teacher efficacy. (Unpublished doctoral dissertation). Necmettin Erbakan University, Konya.
  • *Celik, S. S. (2014). Movement education: preservice teachers’ perceptions of its benefits and their competence in integrating it across the curriculum. (Unpublished doctoral dissertation). The Pennsylvania State University, Pennsylvania, the USA.
  • *Çiftçi, Y. A. (2015). Teachers’ perception of their cultural competencies within the context of multicultural education. (Unpublished doctoral dissertation). Yıldız Technical University, İstanbul.
  • *Çobanoğlu, R. (2017). A mixed methods study of teacher-child interaction quality and teacher beliefs in early childhood education. (Unpublished doctoral dissertation). Middle East Technical University, Ankara
  • *Dulun, Ö. (2018). Student perceptions of successful preparation for IBDP: implications for developing 21st century skills. (Unpublished doctoral dissertation). İhsan Doğramacı Bilkent University, Ankara.
  • *Çolakoğlu, Ö. M. (2016). An investigation of the effects of self-regulatory modes on pre-service teachers’ study skills and academic achievement. (Unpublished doctoral dissertation). Gazi University, Ankara.
  • *Cukurova, M. (2014). An investigation of an independent learning approach in university level chemistry: the effects on students’ knowledge, understanding and intellectual attributes. (Unpublished doctoral dissertation). University of York Education, York, UK.
  • *Dedebali, N. C. (2014). The effect of multi-media applications on the 6th grade students’ listening skills. (Unpublished doctoral dissertation). Adnan Menderes University, Aydın.
  • *Demir, C. G. (2016). Determination of classroom teachers’ curricular time use for professional tasks and their attitude towards teaching profession. (Unpublished doctoral dissertation). Gazi University, Ankara.
  • *Demiralp, D. (2016). The assessment of effectiveness of teacher training programs in upskilling life-long learning competence. (Unpublished doctoral dissertation). Fırat University, Elazığ.
  • *Doğan, Y. (2016). Examination of prep-class students’ metacognitive awareness, self-efficacy beliefs, foreign language anxiety levels, foreign language attitudes and academic achievement in foreign language. (Unpublished doctoral dissertation). Fırat University, Elazığ.
  • *Duman, B. (2013). The effect of an instructional practice based on metacognition upon teacher trainees’ academic achievement, metacognitive awareness, achievement motivation and critical thinking. (Unpublished doctoral dissertation). Fırat University, Elazığ.
  • *Elcan, N. (2017). “Being a teacher is like the changing weather”: elementary teachers’ perspectives on well-being. (Unpublished doctoral dissertation). Indiana University, Indiana, USA.
  • *Erbas, Y. H. (2017). A qualitative case study of multicultural education in Turkey. (Unpublished doctoral dissertation). Indiana University, Indiana, USA.
  • *Erden, O. (2017). Schooling experience of Syrian child refugees in Turkey. (Unpublished doctoral dissertation). Indiana University, Indiana, USA.
  • *Eret, E. (2013). An assessment of pre-service teacher education in terms of preparing teacher candidates for teaching. (Unpublished doctoral dissertation). Middle East Technical University, Ankara.
  • *Erten, P. (2015). The effects of the implementation of e-portfolios in online collaborative learning environment to academic achievement, attitudes, motivation and the retention. (Unpublished doctoral dissertation). Fırat University, Elazığ.
  • *Erumit, B. A. (2017). How does a high school biology teacher interact with his 10th grade students? Examining science talk in evolution and human genetics instruction from a sociolinguistics perspective. (Unpublished doctoral dissertation). Indiana University, Indiana, USA.
  • *Gedik, S. (2018). Engaging parents in urban public schools: examples of two teachers. (Unpublished doctoral dissertation). Michigan State University, Michigan, USA.
  • *Göksu, D. Y. (2018). The effect of the application of flipped classroom approach on the 5th grade students’ English academic achievements, learning anxieties and learning attitudes. (Unpublished doctoral dissertation). Gazi University, Ankara.
  • *Gözüyeşil, E. (2018). Comparison of English language teacher training programs in Turkey and the Netherlands in terms of teaching practice. (Unpublished doctoral dissertation). Mersin University, Mersin.
  • *Gunpınar, Y. (2014). Teachers’ instructional practices within connected classroom technology environment to support representational fluency. (Unpublished doctoral dissertation). University of Florida, Florida, USA.
  • *Günkör, C. (2016). Faculty members’ perceptions on social capital and educational environments: the case of Gazi faculty of education. (Unpublished doctoral dissertation). Gazi University, Ankara.
  • *Hebebci, M. T. (2019). The impacts of science, technology, engineering and mathematics applications on middle school students’ academic achievement, scientific creativity and attitudes. (Unpublished doctoral dissertation). Necmettin Erbakan University, Konya.
  • *İnce, B. H. (2016). The perceptions of pre-service ELT teachers on different modes of peer feedback and its relation to teacher efficacy. (Unpublished doctoral dissertation). Middle East Technical University, Ankara.
  • *İşlek, Ö. (2016). An investigation into the balance of the school curriculum content for pupils with a visual impairment in Turkey. (Unpublished doctoral dissertation). University of Birmingham, Birmingham, UK.
  • *Isler, I. (2015). An investigation of elementary teachers’ proving eyes and ears. (Unpublished doctoral dissertation). University of Wisconsin-Madison, Wisconsin, USA.
  • *Karakış, Ö. (2014). The relation between anxiety, motivation, self-efficacy beliefs towards English class and English class achievement of high school students. (Unpublished doctoral dissertation). Abant İzzet Baysal University, Bolu.
  • *Karaman, R. (2017). High school students’ interpretation and use of diagrams in geometry proofs. (Unpublished doctoral dissertation). University of Missouri, Columbia, USA.
  • *Keller, J. (2015). International education curriculum: stakeholder values and perceptions. (Unpublished doctoral dissertation). İhsan Doğramacı Bilkent University, Ankara.
  • *Korkmaz, H. E. (2013). Teacher’s perceptions on the fulfilment of democratic education environment in schools. (Unpublished doctoral dissertation). Yıldız Technical University, İstanbul.
  • *Korkmaz, U. (2014). Predicting academic achievement: the role of parenting, nonverbal intelligence, and goal orientation in Turkish children. (Unpublished doctoral dissertation). Texas A & M University, Texas, USA.
  • *Kozikoğlu, İ. (2016). First year in teaching: challenges faced by novice teachers, their pre-service education’s competency and commitment to the profession. (Unpublished doctoral dissertation). Yüzüncü Yıl University, Van.
  • *Kuloğlu, A. (2015). Evaluation of high school physics course curriculum in view of Newton and Quantum paradigms. (Unpublished doctoral dissertation). Fırat University, Elazığ.
  • *Küçüker, G. F. (2014). A proposal of a teacher-supported learning model for improving self-directed learning skills of primary school students. (Unpublished doctoral dissertation). Anadolu University, Eskişehir.
  • *Marlowe, Z. (2018). Technology in the EFL classroom: effects of a mobile English learning application on Turkish university student achievement and motivation. (Unpublished doctoral dissertation). University of Southern California, California, USA.
  • *Mart, M. (2018). A comparison of English and Turkish early years/kindergarten teachers’ understanding of and practices in outdoor activities. (Unpublished doctoral dissertation). Plymouth University, Plymouth, UK.
  • *Metli, A. (2018). Forms of support for and challenges to fostering international-mindedness: perspectives about the international baccalaureate diploma program from different school contexts. (Unpublished doctoral dissertation). İhsan Doğramacı Bilkent University, Ankara.
  • *Mutlu, T. (2016). Understanding students’ and teachers’ approaches to tablet use in Turkish secondary schools: a model-based approach. (Unpublished doctoral dissertation). The University of Sheffield, Sheffield, UK.
  • *Özcan, D. (2014). The effectiveness of the programme developed on the basis of curriculum development needs of special education teachers. (Unpublished doctoral dissertation). Yakın Doğu University, KKTC.
  • *Özalp, D. (2014). Science teachers’ understanding of science practices before and after the participation in an environmental engineering research experiences for teachers’ program. (Unpublished doctoral dissertation). University of South Florida, Florida, USA.
  • *Özen, S. O. (2019). An investigation of the learners’ personalized feedback paths based on e-assessment. (Unpublished doctoral dissertation). Eskişehir Osmangazi University, Eskişehir.
  • *Sadık, O. (2017). What do secondary computer science teachers need? Examining curriculum, pedagogy, and contextual support. (Unpublished doctoral dissertation). Indiana University, Indiana, USA.
  • *Sagun, S. (2016). Students’ performance, skills and perspectives on the combination of national and international curricula for university education in Turkey. (Unpublished doctoral dissertation). İhsan Doğramacı Bilkent University, Ankara.
  • *Sahingoz, S. (2017). An investigation of Turkish middle school science teachers’ pedagogical orientations towards direct and inquiry instructional approaches. (Unpublished doctoral dissertation). Western Michigan University, Michigan, USA.
  • *Selçuk, G. (2016). Examining the lifelong learning competence perceptions and self-efficacy beliefs of preservice teachers within the scope of the teacher training program. (Unpublished doctoral dissertation). Yakın Doğu University, KKTC.
  • *Sıcak, A. (2013). Evaluation of science and technology curricula in 5th grade primary schools. (Unpublished doctoral dissertation). Abant İzzet Baysal University, Bolu.
  • *Simsar, A. (2016). Turkish preservice early childhood teachers’ science teaching self-efficacy beliefs. (Unpublished doctoral dissertation). Florida State University, Florida, USA.
  • *Somel, R. N. (2018). A relational approach to educational inequality: theoretical reflections and an empirical analysis of a primary education in Istanbul. (Unpublished doctoral dissertation). Universität der Bundeswehr Hamburg, Germany.
  • *Ozcelik, A. T. (2016). Science teacher candidates developing professional pedagogical vision around ambitious science teaching practices. (Unpublished doctoral dissertation). The Pennsylvania State University, Pennsylvania, USA.
  • *Unal, N. U. (2018). Examination of a rating scale to assess teachers’ treatment acceptability of reading interventions for struggling readers in elementary schools. (Unpublished doctoral dissertation). Kent State University College, Ohio, USA.
  • *Vahide, Y. (2018). Understanding early writing: pre-school and primary teachers’ beliefs about writing development and the relationship between espoused beliefs, classroom practice and young writers. (Unpublished doctoral dissertation). University of Exeter, Exeter, UK.
  • *Yalcın, Y. (2017). Online learners’ satisfaction: investigating the structural relationships among self-regulation, self-efficacy, task value, learning design, and perceived learning. (Unpublished doctoral dissertation). Florida State University, Florida, USA.
  • *Yazlık, O. (2014). Women’s identity-related participation and engagement in literacy courses in Turkey. (Unpublished doctoral dissertation). The University of Edinburgh, Edinburgh, UK.
  • *Yeşilkayalı, E. (2014). The relationship between parents’ attitudes towards children’s rights and primary students’ moral maturity and tolerance tendencies. (Unpublished doctoral dissertation). Dokuz Eylül University, İzmir.
  • *Yıldırım, F. (2013). The hidden curriculum in primary schools and the stress perception of primary school students created by the hidden curriculum. (Unpublished doctoral dissertation). Fırat University, Elazığ.
  • *Yıldız, S. O. (2016). Factors shaping educational decision-making in Turkey under the justice and development party (JDP) government. (Unpublished doctoral dissertation). Lebanese University, Beirut, Lebanon.
  • *Yılmaz, E. (2014). Studying the effect of strengths-based approach on attendance, academic achievement and students’ motivation in English class in higher education. (Unpublished doctoral dissertation). Fırat University, Elazığ.
  • *Zambak, V. (2014). Pre-service mathematics teachers’ knowledge development and belief change within a technology-enhanced mathematics course. (Unpublished doctoral dissertation). Clemson University, South Carolina, USA.
  • *Zeybek, Z. (2014). Pre-service elementary teachers’ conceptions of proof and counterexamples and their influence on their influence on their instructional decisions. (Unpublished doctoral dissertation). Indiana University, Indiana, USA.
Primary Language en
Subjects Education, Scientific Disciplines
Journal Section Research Articles
Authors

Orcid: 0000-0001-6173-5367
Author: Aydin ASLAN (Primary Author)
Institution: SELCUK UNIVERSITY
Country: Turkey


Orcid: 0000-0002-9033-2572
Author: Ömer AÇIKGÖZ
Institution: SOCIAL SCIENCES UNIVERSITY OF ANKARA
Country: Turkey


Orcid: 0000-0001-5085-6374
Author: Aslı GÜNAY
Institution: SOCIAL SCIENCES UNIVERSITY OF ANKARA
Country: Turkey


Orcid: 0000-0002-5155-4578
Author: Korkut KOÇAK
Institution: Ministry of National Education
Country: Turkey


Dates

Publication Date : October 31, 2020

APA Aslan, A , Açıkgöz, Ö , Günay, A , Koçak, K . (2020). Examination of the curriculum and instructional PhD dissertations in the field of educational sciences concerning theoretical framework, method and contributions of research dimensions . Turkish Journal of Education , 9 (4) , 273-289 . DOI: 10.19128/turje.737423