55. Sayı

Editörden

doi:10.14689/ejer.2014.55.1

55. Issue

Yıl 2013, Cilt: 55 Sayı: 55, - , 01.03.2013

Editörden

https://doi.org/10.14689/ejer.2014.55.1

Öz

Learned Resourcefulness and Coping with Stress in Mothers of Children with Disabilities Yüksel Eroğlu, Sırrı Akbaba, Orhan Adıgüzel, Adem Peker ......................................................................................243-262 A Comparative Study of Selection, Training and Advisory Practices for Doctoral Education Yılmaz Tonbul.................................................................263-282

Anahtar Kelimeler

Kaynakça

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77-101.
Çayır, K., & Gürkaynak, I. (2008). The state of citizenship education in Turkey: Past and present. Journal of Social Science Education, 6, 50-58.
Davies, I., & Evans, M. (2002). Encouraging active citizenship. Educational Review, 54, 69Doğanay, A., Çuhadar, A., & Sarı, M. (2007). Examining of the effects of some variables on political participation level of prospective teachers in the context of democratic citizenship education. Educational Administration–Theory, 13, 213–246.
Erdoğan, E. (2001). Türk gençliği ve siyasal katılım boyutları: Bir katılım endeksi denemesi. [Youngests of Turkey and extension of political participation]. In B. Ekin (Ed.), Türk gençliği ve katılım. [Youngests of Turkey and participation] (pp. 9–27). Istanbul: Form Matbaacılık.
Ersoy, A. F. (2010). Social studies teacher candidates' views on the controversial issues incorporated into their courses in Turkey. Teaching and Teacher Education, 26, 323-334.
Glesne, C. (2011). Becoming qualitative researchers: An introduction (Fourth Edition). Boston, MA: Pearson Education, Inc.
İnan, A. A. (1969). Medeni bilgiler ve Atatürk’ün el yazıları. [Civil knowledge and handwritings of Atatürk]. Ankara: Türk Tarih Kurumu.
Kadıoğlu, A. (2005). Vatandaşlığın ulustan arındırılması: Turkiye örneği. [Denationalization of citizenship: the Turkish experience]. In A. Kadıoğlu (Ed.), Vatandaşlığın dönüsümü: Uyelikten haklara. [Transformation of citizenship: From membership to the rights]. 31–54. Istanbul: Metis Yayınları.
Kadıoğlu, A. (2007). Denationalization of citizenship: The Turkish experience. Citizenship Studies, 11, 283-2
Lee, W. O. (2005). Aspirations for democracy in the absence of a democracy: Civic education in Hong Kong before and after 1997. In S. Wilde (Ed). Political and citizenship education: International perspectives . (pp. 61-85). UK: Cambridge University Press.
Lincoln, Y. S., & Guba, E. (1985). Naturalistic inquiry. Newbury Park, CA: Sage.
MoNE. (2004). Talim Terbiye Kurulu program geliştirme çalışmalar: programların geliştirilmesini gerekli kılan nedenler. [Program development studies of Board of Education and Discipline: What makes necessary to develop programs] Retrieved May 15, 2010, from http://ttkb.meb.gov.tr/programlar
MoNE. (2008). Demokratik vatandaşlık ve insan hakları eğitimi projesi. [The project of democratic citizenship and human rights education] Retrieved June 08, 2010, from http://projeler.meb.gov.tr
Morris, P., & Cogan, J. (2001). A comparative overview: Civic education across six societies. International Journal of Educational Research, 35,109-123.
Nelson, J., & Kerr, D. (2005). Active citizenship: Definitions, goals and practices. Qualifications and Curriculum Authority. Retrieved June 12, 2012, from http://www.inca.org.uk/.../Active_citizenship_bac.
Okçabol, R. (2002). Citizenship and civic education in Turkey. Journal of Ethnodevelopment. May, 32-44.
QCA. (1998). Educating for citizenship and the teaching of democracy in schools. (Final report of the Advisory Group on citizenship). Retrieved June 15, 2010, from http://www.teachingcitizenship.org.uk/dnloads/crickreport1998.pdf
Potter, J. (2002). Active citizenship in schools: A good-practice guide to developing a wholeschool policy. London: Kogan Page.
Rossman, G. B., & Rallis, S. F. (1998). Learning in the field: An introduction to qualitative research. Thousand Oaks, CA: Sage.
Sim, J. B. Y. (2008). What does citizenship mean? Social studies teachers' understandings of citizenship in Singapore schools. Educational Review, 60, 253–266.
Üstel, F. (2004). ‘Makbul vatandas’’ın peşinde: II. Meşrutiyet’ten bugüne vatandaşlık eğitimi. [Obeyed citizens: Citizenship education from 2 nd constitutional monarchy to today]. İstanbul: İletişim Yayınları.
Sosyal Bilgiler Dersinde Etkin ve Demokratik Vatandaşlık Eğitimi ve Sorunlar Atıf: Ersoy, A. F. (2014). Active and democratic citizenship education and its challenges in social studies classroom. Eurasian Journal of Educational Research, 55, 1-20. http://dx.doi.org/10.14689/ejer.2014.55.1
Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes , 50, 179-211.
Bandura, A. (1986) Social Foundations of Thought and Action: A Social Cognitive Theory, Prentice Hall, Englewood Cliffs, NJ
Birch, A. & Irvine, V., (2009). Preservice teachers' acceptance of ICT integration in the classroom: Applying the UTAUT model. Educational Media International, 46(4), 295-3
Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin , 107(2), 238-246
Bentler,P.M., & Bonnett, D.G. (1980). Significant tests and goodness of fit in the analysis of covariance structure. Psychological Bulletin, 88, 588-606.
Bingimlas, K. (2009). Barriers to the successful integration of ICT in teaching and learning environments: a review of the literature. Eurasia Journal of Mathematics, Science & Technology Education, 5(3), 235-245.
Browne, M. W. & Cudeck, R. (1993). Alternative ways of assessing model fit. In: Bollen, K. A. & Long, J. S. (Eds.) Testing Structural Equation Models, 136–162. Beverly Hills, CA: Sage
Carmines, E.G., & Mclver, J.P. (1981). Analyzing models with observable variables. In In G. W. Bohrnstedt & E.F.Borgatta (Eds.), Social measurement, 65-115.Beverly Hills: Sage.
Cattell, R. B. (1966). The scree test for the number of factors. Multivariate Behavioral Research, 1, 629-637.
Choy, D., Wong, A. & Gao, P. (2008). Singapore’s pre-service teachers’ perspectives in integrating information and communication technology (ICT) during practicum. Proceedings of the Australian Association for Research in Education (AARE) 2008 International Education Research Conference. Fremantle: AARE. Compeau, D. R. & Higgins, C. A. (1995). Application of Social Cognitive Theory to Training for Computer Skills. Information Systems Research, 6(2), 118-143.
Conrad, A. M. & Munro, D. (2008). Relationships between computer self-efficacy, technology, attitudes and anxiety: development of the computer technology use scale (CTUS). Journal of Educational Computing Research, 39 (1), 51-73.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. M IS Quarterly, 13(3), 319-339.
Davis, F. D., Bagozzi, R. P. & Warshaw, P. R. (1989). User acceptance of computer technology: A comparison of two theoretical models. Management Science, 35 (8), 982-1002.
Davis, F. D., Bagozzi, R. P. & Warshaw, P. R. (1992). Extrinsic and intrinsic motivation to use computers in the workplace. Journal of Applied Social Psychology , 22(14), 1111-1132.
Fishbein, M. & Ajzen, I. (1975). Belief, Attitude, Intention and Behavior: An Introduction to Theory and Research. Addison-Wesley, Reading, MA.
Haig, B. D. (2005). Exploratory factor analysis, theory generation, and scientific method. Multivariate Behavioral Research, 40, 303–329.
Hair, J. F. Jr., Black, W. C., Babin, B. J., Anderson, R. E. & Tatham, R. L. (2006). Multivariate data analysis (6th edition ). New Jersey: Prentice-Hall International. Harrington, D. (2009). Confirmatory Factor Analysis. (Pocket Guides to Social Work Research Methods Series). New York: Oxford University Press.
Hu, P.J.H., Clark, T.H.K. & Ma, W.W.K. (2003). Examining Technology Acceptance by School Teachers: a Longitudinal Study. Information & Management, 41, 2272
Hu, L. & Bentler, P.M.（1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
Kaiser, H. F. (1960). The application of electronic computers to factor analysis. Educational and Psychological Measurement , 20, 141-151.
Kay, R.H. (1993). An exploration of theoretical approach to assessing computer attitudes: The Computer Attitude Measure (CAM). Computers in Human Behavior , 9, 371-386.
Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). New York: Guilford Press.
Legris, P., Ingham, J. & Collerette, P. (2003). Why do people use information technology? A critical review of the technology acceptance model. Information & Management, 40 (3), 191-204.
Lim, C,P. (2007). Effective integration of ICT in Singapore schools: pedagogical and policy implications. Education Technology Research & Development, 55(1), 83-116. Loyd, B.H. & Gressard, C. (1985). The reliability and validity of an instrument for the assessment of computer attitudes. Educational and Psychological Measurement, 45 (4), 903-908
Ma, W.W., Andersson, R. & Streith, K.O. (2005). Examining user acceptance of computer technology: An empirical study of student teachers. Journal of Computer Assisted Learning, 21(6), 387-395.
Nickell, G.S. & Pinto, J.N. (1986). The computer attitude scale. Computers in Human Behavior , 2, 301-306.
O’Conner, B. P. (2000). SPSS and SAS programs for determining the number of components using parallel analysis and Velicer’s MAP test. Behavior Research Methods, Instruments and Computers, 32 (3), 396-402.
Pynoo, B., Devolder, P., Tondeur, J., Braak, J., Duyck, W. & Duyck, P. (2011). Predicting Secondary School Teachers’ Acceptance and Use of A Digital Learning Environment: A Cross-sectional Study. Computers in Human Behavior , 27, 568-575
Raykov, T., & Marcoulides, G.A. (2008). An introduction to applied multivariate analysis. Lawrence Erlbaum Associates , Inc. Publishers
Rogers, E. (1995). Diffusion of Innovations, Free Press, New York.
Schumacker, R. E. & Lomax, R. G. (2010). A beginner's guide to structural equation modeling (3rd ed.). New York: Routledge
Steiger, J.H. (1990). Structural model evaluation and modification: an interval estimation approach. Multivariate Behavioral Research, 25, 173–180.
Teo, T. (2008). Pre-service teachers’ attitude towards computer use: a Singapore survey. Australasian Journal of Educational Technology, 24, 413-424.
Teo, T. (2009). Modeling Technology acceptance in education: A study of pre-service teachers. Computers & Education, 52, 302-312
Teo, T. (2009). Evaluating the Intention to use technology among student teachers: a structural equation modeling approach. International Journal of Technology in Teaching and Learning, 5 (2), 106-118
Teo, T. (2010). Measuring the effect of gender on computer attitudes among preservice teachers: A multiple indicators, multiple causes (MIMIC) modeling. Campus-Wide Information Systems, 27(4), pp.227 - 239
Teo, T., Lee, C.B. & Chai, C.S. (2008). Understanding preservice teacher’ computer attitudes: Applying and extending the Technology Acceptance Model. Journal of Computer Assisted Learning , 24(2), 128-143.
Teo, T., Luan, S. W., & Sing, C.C. (2008). A cross-cultural examination of the intention to use technology between Singaporean and Malaysian pre-service teachers: an application of the Technology Acceptance Model (TAM). Educational Technology & Society, 11 (4): 265-280
Teo, T., Ursavaş, Ö.F. & Bahçekapılı, E. (2010). Efficacy of the technology acceptance model to explain pre-service teachers’ intention to use technology A Turkish Study, Campus-Wide Information Systems 28(2), 93 – 101.
Triandis,H . C. (1977), Interpersonal Behavior, Brooke/ Cole, Monterey, CA.
Venkatesh, V. (2000). Determinants of perceived ease of use: integrating perceived behavioral control, computer anxiety and enjoyment into the technology acceptance model, Information Systems Research, 11(4), 342- 365.
Venkatesh, V., Morris, M., Davis, G. & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425-478. Venkatesh, V. & Zhang, X. (2010). Unified theory of acceptance and use of technology: U.S. vs. China. Journal of Global Information Technology Management , 13(1), 5-27.
Yildirim, Z. & Goktas, Y. (2007). ICT Integration in primary education and teacher education programs in turkey and in EU countries, Eğitim ve Bilim, 32(143), 55Öğretmen Adaylarının Bilgi ve İletişim Teknolojileri Kabul ve Kullanımlarına Yönelik Ölçek Geliştirme Çalışması: UTAUT-PST Atıf: Kabakçı-Yurdakul, I., Ursavaş, Ö.F & Becit-İşçitürk, G. (2014). An integrated approach for preservice teachers’ acceptance and use of technology: UTAUTPST Scale. Eurasian Journal of Educational Research , 55, 21http://dx.doi.org/10.14689/ejer.2014.55.2
Argote, L. & Ingram, P. (2000). Knowledge transfer: A basis for competitive advantage in firms. Organizational Behavior and Human Decision Processes, 82 (1), 150- 169.
Bagozzi, R. P. & Yi, Y. (1988). On the evaluation of structural equation models. Journal of the Academy of Marketing Science, 16 , 74Bartol, K. M. & Srivastava, A. (2002). Encouraging knowledge sharing: The role of organizational reward systems. Journal of leadership and Organization Studies, 9 (1), 64Birx, E., Lasala, K. B., & Edd, W. M. (2011). Evaluation of a team building: Retreat to promote nursing faculty cohesion and job satisfaction. Journal of Professional Nursing, 27, 174-178.
Bishop, J. & Scott, K. (2000). An examination of organizational and team commitment in a self-directed team environment. Journal of Applied Psychology, 85, 439-450.
Black, C., Crest, S., & Volland, M. (2001). Building a successful information literacy infrastructure on the foundation of librarian-faculty collaboration. Research Strategies, 18, 215-225.
Chen, G. & Tjosvold, D. (2002). Conflict management and team effectiveness in China: The mediating role of justice. Asia Pacific Journal of Management, 19, 5575
Clercq, D. D., Dimov, D., & Thongpapanl, N. (2010). The moderating impact of internal social exchange processes on the entrepreneurial orientationperformance relationship. Journal of Business Venturing, 25, 87-103.
Cummings, J. L. (2002). Knowledge transfer across R&D units: An empirical investigation of the factors affecting successful knowledge transfer across intraand inter-organizational units, unpublished Ph.D. dissertation, George Washington University, Washington, DC.
Das, T.K. (2006). Strategic alliance temporalities and partner opportunism. British Journal of Management, 17 , 1Davies, M., Stankov, L., & Roberts, R. D. (1998). Emotional Intelligence: In Search of an Elusive Construct. Journal of Personality and Social Psychology, 75 (4), 989-1015.
DeDreu, C. K. W., & Weingart, L. R. (2003). Task versus relationship conflict, team performance, and team member satisfaction: A meta-analysis. Journal of Applied Psychology , 88 (4), 741-749.
Edmondson, A. (1999). Psychology safety and learning behavior in work teams. Administrative Science Quarterly , 2, 119-143.
Faraj, S. & Sproull, L. (2000). Coordinating expertise in software development teams. Management Science , 46 (12), 1554-1568.
Fleming, G. L. & Thompson, T. L. (2004). The role of trust building and its relation to collective responsibility . In S. M. Hord (Ed.). Learning together, leading together (pp. 31-44). New York: Teachers College Press and National Staff Development Council.
Fornell, C. & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18, 39Goh, S. C. (2002). Managing effective knowledge transfer: An integrative framework and some practice implications. Journal of Knowledge Management, 6, 23-30.
Gurteen, D. (1999). Creating a knowledge sharing culture. Knowledge Management Magazine , 2 (5), 33-41.
Hair, F. J., Black, W. C., Babin, B. J., & Anderson, R. E. (2009). Multivariate Data Analysis: A global perspective. 7th ed. New York: Macmillan.
Hoegl, M. & Gemuenden, H. G. (2001). Teamwork quality and the success of innovative projects: A theoretical concept and empirical evidence. Organization Science, 12, 435–449.
Jordan, M. H., Field, H. S., & Armenakis, A. A. (2002). The relationship of group process variables and team performance: A team-level analysis in a field setting. Small Group Research , 33 (1), 121-150.
Jehn, K. A. & Chatman, J. A. (2000). The influence of proportional and perceptual conflict composition on team performance. The International Journal of Conflict Management , 11 (1), 56-73.
Jordan, P. J., & Troth, A. (2011). Emotional intelligence and leader member exchange: The relationship with employee turnover intentions and job satisfaction. Leadership & Organization Development Journal, 32 (3), 260-280.
Jöreskog, K. G., & Sörbom, D. (1996). LISREL 8: User’s reference guide. Chicago: Scientific Software International.
Louis, K. S. (2006). Changing the culture of schools: Professional community, organizational learning, and trust. Journal of School Leadership, 16, 477-487.
Mayer, J. D., & Geher, G. (1996). Emotional intelligence & the identification of emotion. Intelligence, 22, 89-113.
Mesmer-Magnus, J. R. & DeChurch, L. A. (2009). Information Sharing and Team Performance: A Meta-Analysis. Journal of Applied Psychology c 2009 American Psychological Association , 94 (2), 535–546.
Ministry of Education (2011). Statistics of educational resources. Data retrieved on 5 August, 2011, from http://www.edu.tw/statistics/.
Mohammadi, M., Yeganeh, E. M., & Rad, T. D. (2010). The relationship between faculty members’ perception of organizational culture types and their preferences for instruction and counseling in Iranian college of education and psychology. Procedia Social and Behavioral Sciences, 5, 1841-1848.
Nancy, M. D. (2000). Common knowledge: How companies thrive by sharing what they know. Harvard Business Press, Boston.
Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3 rd ed.). New York: McGraw-Hill.
Ostrove, J. M. & Cole, E. R. (2003). Privileging Class: Toward a Critical Psychology of Social Class in the Context of Education. Journal of Social Issues, 59 (4), 677-692.
Pausits, A., & Pellert, A. (2009). The winds of change: Higher education management programs in Europe. Higher Education in Europe, 34 (1), 39- 49.
Perry, C. & Marsh, H. W. (2003). Relations Between Elite Athlete Self-Concept And International Swimming Performance . Paper presented at NZARE AARE, Auckland, New Zealand.
Plowman, N. & McDonough, M. (2010). Seven Factors of Effective Team Performance. Retriewed 5 Agust, 2011, from http://www.brighthub.com/office/project-management/articles/62415.aspx.
Porter, S. R. (2007). A Closer look at faculty service: What affects participation on committees? The Journal of Higher Education, 78 (5), 523-541.
Rapisarda, B. A. (2002). The impactof emotional intelligence on work team cohesiveness and performance, International Journal of Organizational Analysis, 10 (4), 363 – 379.
Rosete, D., & Ciarrochi, J. (2005). Emotional intelligence and its relationship to workplace performance outcomes of leadership effectiveness. Leadership & Organization Development Journal, 26 (5), 388-399.
Salovey, P. & Mayer, J. (1997). What is emotional intelligence? Emotional development and emotional intelligence: Implications for educators. New York: Basic Books. Senge, P. M. (1998). Sharing knowledge. Executive excellence, 15 (6), 11-12.
Senior, B. (1997). Team roles and team performance: Is there 'really' a link? Journal of Occupational and Organizational Psychology, 70, 241-258.
Stoll, L., ＆ Louis, K. S. (2007). Professional learning communities: Elaborating new approaches. In L. Stoll & K. S. Louis (Eds.), Professional learning communities: Divergence, depth and dilemmas (pp.1-13). Maidenhead, UK: Open University Press. Van den Hooff, B. J., & Van Weenen, F. L. (2004). Committed to share: commitment and CMC use as antecedents of knowledge sharing. Knowledge and Process Management , 11 (1), 13-24.
Wang, C. C. (2004). The influence of ethical and self-interest concerns on knowledge sharing intentions among managers: An empirical study. International Journal of Management , 21 (3), 370-381.
Wu,C.Y., & Zheng,B.S.(2003). A retrospective study on organizational emotional intelligence, Applied Psychology,19, 137-173.
Wu, M.C., Ho, S.H., Lin, H.H., Chang, W.L., & Chen, L.H. (2013). How do Thinking Styles Influence Collaborative Dispositions? A Study on the Relationships between Thinking Styles and Collaborative Dispositions for Youngsters in Taiwan. Educational Sciences: Theory & Practice. 13(4), 205920
Wu, M.C., Lin, H.H., Lin, Y.K., & Chang, W.L. (2013).A study on the tacit knowledge of university faculty: A case study in Taiwan. Asia Pacific Education Review, 14(2), 171-1
Zhang, H.-H., & Wang, H. (2011). A meta-analysis of the relationship between individual emotional intelligence and workplace performance. Acta Psychologica Sinica, 43 (2), 188-202.
Benninga, J. S.& Meredith R.(1987). Enhancing young children's moral judgments: the piagetian connection. Journal of Elementary and Early Childhood Education, 2 , 10Berk, L. E. (1997). Child development. U.S.A: Allyn and Bacon.
Bukato, D., & Daehler, M. (1992). Child Development. New York: Houghton Mifflin Company.
Cüceloglu, D. (1993). İnsan ve davranışı: Psikolojinin temel kavramları. [Human And Behavior: Basic Concepts of Psychology] .İstanbul, Turkey: Remzi Kitapevi.
Çataklı, M. (1985). Piers-Harris çocuklar için benlik algısı ölçeğinin dilsel eşitlik ve güvenirlik çalışması, [Transliteral Equivalence And Reliability Of The Piers- Harris Children’s Self Concept Scale]. İstanbul: Boğaziçi University, Education Faculty, Education Science Department
Dai, D. Y. (2002). Incorporating parent perceptions: A replication and extension study of the internal-externa lframe of reference model of self-concept development . Journal of Adolescent Research, 6, 17-45.
Demoulin, D.F. (1998a). Adressing self-conceptand reading needs of elementary children. Journal of At Risk, 42, 34-41.
Demoulin, D.F.(1998b). Reading empowers self-concept. Kappa Delta Pi Record, 35, 31
Demoulin, D.F. (1999). A personalized development of self-concept for beginning readers. Journal of Education, 120, 14-18.
Demoulin, D.F. (2000a). I like me! enhancing self concept in kindergarten-age children through active school/business partnerships. NASP Communiqué, 27( 8), 141-146.
Demoulin, D.F.(2000b). Complete summary of a four-partresearch project for the I like me program. Department of Educational Studies University of Tennessee Martin, Tn U.S.A.
Demoulin, D.F.(2001). The hidden value of personalization and rhtyme in reading. Reading Improvement , 38,116-121.
Fan, X., & Chen M.(2001).Parental involvement and students academic achievement: A Meta-Analysis. Educational Pyschology Review, 13, 1-15.
Güven, Y., Önder A., Sevinç M., Aydın O., Balat G.U., Palut B., …Dibek E. (2004). MASDU Sosyal Duygusal Uyum Ölçeği’nin geçerlilik ve güvenirlik çalışması. [MASDU Social Emotional Adjustment Scale Validity and Reliability Study] Uluslararası Arası Okul Öncesi Eğitim Kongresi Bildiri Kitabı , İstanbul: YaPaYayınları.
Öner, N. (1997). Türkiye’de kullanılan psikolojik testler: Bir başvuru kaynağı, [Psychological tests used in Turkey: A Reference Resource], 3. Basım, İstanbul: Boğaziçi Üniversitesi Yayınları.
Önder, A. (1997).“Küçük çocuklar için kendilik algısı ölçeğinin türkçe’ye uyarlanması ve okul öncesi çocuklarında kendilik algısının yaş cinsiyet premature doğma ve okula devam etme süresine ilişkin olarak incelenmesi”. [Self-Perception Scale for Young Children Turkish Adaptation of the and the Self-Perception of Preschool Children Age Sex Premature Born and Investigation Relating To School Attendance Time] İstanbul: Marmara University Institute of Social Sciences.
Phillips, S. (1983). Self-concept self-esteeem: Infancy to Adolecence. A conitive developmental outline with some reference to behaviorand health effects. Journal of ElementaryandEarlyChildhoodEducation, 27, 45-48.
Unutkan, P. Ö. (2003). Marmara ilköğretime Hazır Oluş Ölçeğin Geliştirilmesi ve Standardizasyonu” [Marmara Ready to Elementary School Scale Development and Standardization]. İstanbul: Marmara University Institute of Social Sciences.
Oktay, A.,& Unutkan, P.Ö. (2004). ilköğretime Hazır Oluş ve İlköğretimle Okul Öncesi Eğitimin Karşılaştırılması. [Primary School Readiness and Comparasion of Preschool Education with P rimary Education ] M.Sevinç (Ed). Erken Çocuklukta Gelişim ve Eğitimde Yeni Yaklaşımlar, (pp.145-156), İstanbul: Morpa.
Zigler, E.F, & Stevenson, M. F. (1987). Children development and social issues, U.S.A: D.C. Heathand Company.
Alharby, E. R. (2006). A comparison between two scoring methods, holistic vs. analytic using two measurement models, the generalizability theory and the many facet Rasch measurement within the context of performance asssessment. Unpublished phd. dissertation. The Pennsylvenia State University.
Atılgan, H. (2005). Analysis of special ability selection examination for music education department using many-facets Rasch measurement (İnönü University Case). Eurasian Journal of Educational Measurement, 20, 62-73.
Baştürk, R. (2010). Evaluating of research assignments with many facets Rasch measurement model. Measurement and Evaluation in Education and Psychology. 1(1), 51-57.
Bridgeman, B. (1992). A comparison of quantative questions in open-ended and multiple-choice formats. Journal of Educaitonal Measurement. 29, 3, 253-271.
Engelhard, G. (1994). Examining rater errors in the assessment of written composition with a many-faceted Rasch model. Journal of Educational Measurement . 31, 2, 93-112.
Geer, J. G. (1988). What do open-ended questions measure? Public Opinion Quarterly, 52, 3, 365-371.
Goodwin, L. D. (2001). Interrater agreement and reliability. Measurement in Psychical Education and Exercises Science, 5 (1), 13-14.
Güler, N. & Gelbal, S. (2010 (a)). A study based on classical test theory and many facet Rasch measurement. Eurasian Journal of Educational Research, 38, 108-125. Güler, N. & Gelbal, S. (2010 (b)). Studying reliability of open ended mathematics ıtems according to the classical test theory and generalizability theory. Educational Sciences: Theory & Practice , 10, 2, 1011-1019.
Hetherman, S. C. (2004). An application of multi faceted Rasch measurement to monitor effectiveness of the written composition in English in the new york city department of education. Unpublished phd. dissertation. Teacher College, Colombia University, Colombia.
Hong, L. K. (1984). List processing free responses: analysis of open-ended questions with word processor. Qualitative Sociology, 7, 2, 98-109.
Kim, Y., Park, I. ve Kang, M. (2012). Examining Rater Effects of the TGMD-2 on Children with Intellectual Disability. Adapted Physical Activity Quarterly. 29, 346-3
Leiva, F. M., Montoro, F. J. & Martinez, T. L. (2006). Assessment of ınterjudge reliability in the open-ended questions coding process. Quality & Quantity, 40, 519-5
Linacre, J. M. (2007). A user’s guide to FACETS. Rasch model computer programs. Chicago, IL.
Linacre, J. M. (1989). Many facet Rasch measurement. Unpublished phd. dissertation. University of Chicago, Chicago.
Looney, M. A. (2012). Judging Anomalies at the 2010 Olympics in Men’s Figure Skating. Measurement in Physical Education and Exercise Science. 16, 55-68.
Lunz, M. E., Wright, B. D. & Linacre, J. M. (1990). Measuring the ımpact of judge severity on examination scores. Applied Measurement in Education. 3, 4, 331-345. Nakamura, N. (2002). Teacher assessment and peer assessment in practice. Educational Studies , 44, 143. 204-215.
Nakamura, N. (2000). Many-facet Rasch based analysis of communicative language testing results. Journal of Communication Students, 12, 3-13.
Özçelik, D. A. (1998). Ölçme ve değerlendirme Measuremet and evaluation (2 nd ed.). ÖSYM Yayınları, Ankara.
Randall, J. & Engelhard, G. Jr. (2009). Examining teacher grades using Rasch measurement theory. Journal of Educational Measurement, 46, 1, 1-18.
Revesz, A. (2012). Working Memory and the Observed Effectiveness of Recasts on Different L2 Outcome Measures. Language Learning. 62, 1, 93-132.
Semerci, Ç. (2011). Mikro Öğretim Uygulamalarının Çok-Yüzeyli Rasch Ölçme Modeli ile Analizi Analyzing microteaching applications with many-facet Rasch measurement model. Eğitim ve Bilim/ Education and Science, 36 (161), 14
Smith, V. E. & Kulikowich, M. J. (2004). An application of generalizability theory and many facet Rasch measurement using a complex problem-solving skills assessment. Educational and Psychological Measurement, 64, 617-639.
Turner, J. (2003). Examining on art portfolio assessment using a many facet Rasch measurement model . Unpublished phd. dissertation. Boston College, Boston. Açık Uçlu İstatistik Maddelerine Verilen Cevapların Çok Yüzeyli Rasch Modeli ile Analizi Atıf: Güler, N. (2014). Analysis of open-ended statistics questions with many facet Rasch model. Eurasian Journal of Educational Research, 55, 73-90. http://dx.doi.org/ 14689/ejer.2014.55.5
Acker, V. R. (2007). Antisocial, aggressive, and violent behavior in children and adolescents within alternative education settings: prevention and intervention, Preventing School Failure, 51(2), 5-12.
Avcı, E. (2011). İlköğretim sosyal bilgiler öğretmenlerinin karakter eğitimine dair özyeterliklerinin incelenmesi [Investigation of the self-efficacy of character education pertaining to primary education social studies teachers] (Unpublished doctoral dissertation). Gazi University, Institute of Educational Sciences, Ankara, Turkey.
Avery, P. G. (2002). Political tolerance, democracy and adolescents, In W. C. Parker (Ed.), Education for democracy: contexts, curricula, assessments (pp. 113-131). Greenwich, Conn.: Information Age Publishing.
Banks, J. A. (2002). Teaching for diversity and unity in a democratic multicultural society, In W. C. Parker(Ed.), Education for democracy: contexts, curricula, assesments (pp. 131-151). Greenwich, Conn.: Information Age Publishing.
Beachum, F. D. & McCray, C. R. (2005).Changes and transformations in the philosophy of character education in the 20th Century, Essays in Education, Vol: Berkowitz, M. W. & Hoppe, M. A. (2009).Character education and gifted children, High Ability Studies, 20(2), 131–142.
Brimi, H. (2008). Academic instructors or moral guides? Moral education in America and the teacher’s dilemma, The Clearing House, 82 (3), 125-130.
Büyüköztürk, S. (2010). Sosyal bilimler icin veri analizi el kitabı, [Data analysis manual for social sciences], Ankara, Turkey : Pegem Akademi.
Creasy K. L. (2008). Is there a place for character education?, Online Submission, p.1 Retrieved 12 Nowember, 2012, from http://eric.ed.gov/PDFS/ED501652.pdf.
Çağatay, Ş. M. (2009). Öğretmen görüşlerine göre karakter eğitiminde ve karaktergelişiminde okulun rolü [Role of school on character education and character development according to teachers’ views] (Unpublished master dissertation). Çanakkale Onsekiz Mart University, Institute of Social Sciences, Çanakkale, Turkey.
Dancer, A. P. (2007). The effect of a required character education and class-wide peer tutoring program on 5th-grade students’ reading and writing performance (Unpublished doctoral dissertation). University of Nebraska, Educational Administration and Supervision, Nebraska, USA.
Davis, D. H. (2006). Character education in America's public schools, Journal of Church & State , 48(1), 5-14.
Edgington, W. D. (2002). To promote character education, use literature for children and adolescents, The Social Studies, 113-116.
Elias, M. (2010).Character education: better students better people, Education Digest: Essential Readings Condensed for Quick Review, 75(7), 47-49.
Healey, J. F. (2011). Diversity and society: race, ethnicity, and gender, California, CA: Pine Forge Press.
Harak, E. T. (2006). First-year self-report outcomes of a character education Experiment with elementary students (Unpublished master dissertation). University of Maryland, Counseling and Personnel Services, Maryland, USA.
Hicken, W. (2002). Teaching the universal truths of human life, College Teaching, 50(2), 43Hochschild J. L & Scovronick, N. (2003).The American dream and the public schools, New York: Oxford University Press.
Hollingshead, B., Crump, C., Eddy, R. & Rowe, D. (2009). Rachel’s challenge: A moral compass for character education, Kappa Delta Pi Record, 111-116.
Jacobs, D. T. & Spencer, J. J. (2001).Teaching virtues: building character across the curriculum, Lanham, MD : Scarecrow Press.
Keskin, Y. (2008). Türkiye’de sosyal bilgiler öğretim programında değerler eğitimi: tarihsel gelişim, 1998 ve 2004 programlarının etkililiğinin araştırılması [Character education in social studies curriculum in Turkey: reviewing 1998 and 2004 curriculums’ effectiveness] (Unpublished doctoral dissertation). Marmara University, Institute of Educational Sciences, Istanbul, Turkey.
Kirkorian, H. L, Wartella, E. A. & Anderson D. R. (2008).Media and young children’s learning, The Future of Children, 18 (1), 39-61.
Lintner, T. (2011).Using “exceptional” children’s literature to promote character education in elementary social studies classrooms, The Social Studies, 102, 200– 20
Lustig, S. (2007). Red, yellow, blue, orange? Let's talk GREEN!,American School & University , 79(12), 6-6.
Manning, M. S. (2009). Educating latino children: international perspectives and values in early education, Childhood Education, 85(3), 182-186.
Prestwich, (2004). Character education in America’s schools, The School Community Journal , 14 (1), 139-150.
Richardson, R. C., Tolson, H., Huang, T. S. & Lee, Y. H. (2009). Character education: lessons for teaching social and emotional competence, Children & Schools, 31 (2), 71-78.
Schaeffer, E. F. (1999). It’s time for schools to implement character education. National Association of Secondary School Principals (NASSP Bulletin), 83(1), 1-8.
T.C. Milli Eğitim Bakanlığı (Republic of Turkey Ministry of National Education), (2011). Sosyal bilgiler dersi 6 ve 7.sınıflar öğretim programı ve klavuzu [Curriculum and guide for 6th and 7th grade social studies] Retrieved 22 November, 2012, from http://ttkb.meb.gov.tr
Terri, A., Dunne, G., Palomares, S. & Schilling, D. (1995).Character education in America’s schools, California, CA : Innerchoice Publishing.
The Character Education Partnership, (2008). Character education quality standards, a self-assessment tool for schools and districts. Retrieved 18 November, 2012 from http://www.cortland.edu/Character/Assessment/Quality_Standards_2008. pdf.
The Character Education Partnership, (2011). Character education legislation. Retrieved from http://www.character.org/charactereducationlegislation
Tully, S. (2009). Helping students find a sense of purpose, Chronicle of Higher Education, 55(27), B4-B5.
Ünlü, İ. & Örten H. (2013). Öğretmen adaylarının çokkültürlülük ve çokkültürlü eğitime yönelik algılarının incelenmesi [Investigation the perception of teacher candidates about multiculturism and multicultural education], Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi , 21, 287-302.
Üstünyer, F. (2009). Karakter eğitimi ile ilgili eğitimcilerin görüşleri üzerine nitel bir araştırma [A qualititative research on the opinions of teachers about the character education] (Unpublished master dissertation). Yeditepe University, Institute of Social Sciences,Istanbul, Turkey.
Williams, H. R. S. (2010). Widening the lens to teach character education alongside standards curriculum, The Clearing House, 83, 115–120.
White, R. & Warfa, N. (2011). Building schools of character: a case-study investigation of character education’s impact on school climate, pupil behavior, and curriculum delivery, Journal of Applied Social Psychology, 41(1), 45Worthington R. L. & Whittaker T. A. (2006). Scale development research acontent analysis and recommendations for best practices, The Counseling Psychologist, 34(6), 806-838.
Amerikan ve Türk Öğrenciler İçin Önemli Değerler Atıf: Baloglu Ugurlu, N. (2014). Important values of American and Turkish students, Eurasian Journal of Educational Research , 55, 91-108. http://dx.doi.org/ 14689/ejer.2014.55.6
Adams, C., Lockton, E., Gaile, J., Earl, G., & Freed, J. (2012). Implementation of a manualized communication intervention for schoolaged children with pragmatic and social communication needs in a randomized controlled trial: the Social Communication Intervention Project. International Journal of Language & Communication Disorders, 47 (3), 245-256.
Alev, G. (2011). Pragmatik Dil Becerileri Envanteri Türkçe Versiyonu’nun Standardizasyon Çalışması [Standardization of Turkish Version of Pragmatic Language Skills Inventory]. Unpublished Master Thesis, Anadolu Üniversitesi, Sağlık Bilimleri Enstitüsü.
Alev, G., Diken, İ. H., Ardıç, A, Diken, Ö, Şekercioğlu, G., & Gilliam, J. E., (2014). Adaptation and Examining Psychometrical Properties of Pragmatic Language Skills Inventory (PLSI) in Turkey. Elementary Education Online, 13(1), 258-273.
American Speech-Language-Hearing Association (1993). Definitions of communication disorders and variations [Relevant Paper]. Available from www.asha.org/policy.
Bierman, K. L. (2004). Peer rejection: Developmental processes and intervention strategies. New York, NY: Guilford.
Bignell, S., & Cain, K. (2007). Pragmatic aspects of communication and language comprehension in groups of children differentiated by teacher ratings of hyperactivity and inattention. British Journal of Developmental Psychology, 25, 499–512.
Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2008). Bilimsel Araştırma Yöntemleri. Ankara: Pegem Akademi.
Camarata, S. M., & Gibson, T. (1999). Pragmatic language deficits in attention-deficit hyperactivity disorder (ADHD). Mental Retardation and Developmental Disabilities Research Reviews, 5 , 207–214.
Coggins, T., & Stoel-Gammon, C. (1982). Clarification strategies used by four Down’s syndrome children for maintaining normal conversational interaction. Education and Training of the Mentally Retarded, 16 , 65Diken, I. H., Ardic, A., Diken, O, & Gilliam, J. E. (2012). Exploring validity and reliability of Turkish Version of Gilliam Autism Rating Scale-2. Education and Science, 37 (166), 318-328.
Gilliam, J. E., & Miller, L. (2006). Pragmatic Language Skills Inventory (PLSI). Austin, TX: Pro-Ed.
Green, B. C., Johnson, K. A., & Bretherton, L. (2013). Pragmatic language difficulties in children with hyperactivity and attention problems: An integrated review. International Journal of Language and Communication Disorders, 00 (0), 1-15. DOI: 1111/1460-6984.12056.
Huck, S. W. (2011). Reading Statistics and Research. Boston, MA: Pearson Education.
Johnston, F., & Stansfield, J. (1997). Expressive pragmatic skills in pre-school children with and without Down's syndrome: parental perceptions. Journal of Intellectual Disability Research, 41 , 19Leonard, M. A., Milich, R., & Lorch, E. P. (2011). The role of pragmatic language use in mediating the relation between hyperactivity and inattention and social skills problems. Journal of Speech, Language, and Hearing Research, 54, 567–579.
Luyster, R.J., Kadlec, M. B., Carter, A., & Tager-Flusberg, H. (2008). Language assessment and development in toddlers with Autism Spectrum Disorders. Journal of Autism & Developmental Disorders, 38 , 1426-1438.
Owens, R. E. (1999). Language Disorders: A Functional Approach to Assessment and Interveniton. USA: Allyn & Bacon.
Pallant, J. (2005). SPSS Survival Manual. Crows Nest NSW: Allen & Unwin.
Pearl, R., Donahue, M., & Bryan, T. (1981). Learning disabled and normal children's responses to nonexplicit requests for clarification. Perceptual and Motor Skills, 53 , 919-925.
Perkins, M. R. (2010). Pragmatic Impairment. In J. S. Damico, N. Muller and M. J. Ball (eds), The Handbook of Language and Speech Disorders (Chichester:WileyBlackwell), pp. 227–246.
Russell, R. L. (2007). Social communication impairments: Pragmatics. Pediatric Clinics of North America, 54 , 483–506.
Rispoli, M. J., Franco, J. H., Meer, L. V.D.M., Lang, R., & Camargo, S.P.H. (2010). The use of speech generating devices in communication interventions for individuals with developmental disabilities: A review of the literature. Developmental Neurorehabilitation, 13 (4), 276-293.
Sahin, S., Yalcinkaya, F., Bayar Muluk, N., Bulbul, S. F., & Cakir, I. (2009). Abilities of pragmatic language usage of the children with language delay after the completion of normal language development training. The Journal of International Advanced Otology, 5 (3), 327-333.
Scudder, R.R., & Tremain, D.H. (1992). Repair behaviors of children with and without mental retardation. Mental Retardation, 30, 277-282.
Volden, J. & Phillips, L. (2010) Measuring pragmatic language in speakers with Autism Spectrum Disorders: Comparing the Children’s Communication Checklist—2 and the Test of Pragmatic Language. American Journal of SpeechLanguage Pathology, 19 , 204–212. Gelişimsel Yetersizliği olan Çocukların Pragmatik Dil Becerileri: Türkiye’de Betimsel ve İlişkisel Bir Çalışma Atıf: Diken, Ö. (2014). Pragmatic language skills of children with developmental disabilities: A descriptive and relational study in Turkey. Eurasian Journal of Educational Research , 55, 109-122. http://dx.doi.org/ 14689/ejer.2014.55.7
Açıkgöz, K.Ü. (2005). Etkili öğrenme ve öğretme [Effective learning and teaching]. İzmir: Eğitim Dünyası Yayınları.
Büyüköztürk, Ş. (2010). Sosyal bilimler için veri analizi el kitabı. [Data analysis handbook for social sciences]. Ankara: Pegem Akademi.
Barry N. (2007).Motivating the reluctant student. American Music Teacher 4, 23-27.
Bandura, A. (1997). Self efficacy: The exercise of control. New York: W.H. Freeman.
Byrne, C., MacDonal R. & Carlton L. (2003). Assessing creativity in musical compositions: Flow as an assesment tool. British Journal of Music Education, 20 (3), 277-290.
Csikszentmihalyi M. (1975). Beyond boredom and anxiety. San Francisco CA: JosseyBass.
Csikszentmihalyi M. & Larson R. (1984). Being adolescent: Conflict and growth in the teenage years. New York: Basic Books.
Csikszentmihalyi M. & Csikszentmihalyi I.S. (1988). Optimal experience psychological studies of flow in conciousness . New York: Cambridge University Pres.
Csikszentmihalyi M. (1990). Flow. New York: Harper &Row.
Custodero, L. A. (1999). Constructing musical understandings: The cognition-flow interface. Bulletin of the Council for Research in Music Education, 142, 79–80.
Custodero L. A. (2005). Observable indicators of flow experience: A developmental perspective on musical engagement in young children from infancy to school age. Music education Research 7(2), 185–209.
Jackson, S.A. & Marsh, H. (1996). Development and validation of a scale to measure optimal experience: The flow state scale. Journal of Sport and Exercise Psychology , 18 (1), 17–35.
McPherson, G.E. (2000). Commitment and Practice: Key ingredients for achievement during the early stages of learning a musical instrument. Bulletin of the Council for Research in Music Education, 147, 122–127.
O’Neill S. A.(1999). Flow theory and the development of musical performance skills. Bulletin of the Council for Research in Music Education, 141, 129–134.
O’Neill S.A. &McPherson G.E. (2002). Motivation. In R. Parncutt and G. McPherson(Eds.) The Science and Psychology of Music Performance: Creative Strategies for Teaching and Learning , (pp. 31–46). New York: Oxford University Press.
Özmenteş G. (2010). Müziksel Kimlik Gelişiminde Güdüsel ve Sosyal Psikolojik Etkenler (The motivational and socio-physcological factors in the development of musical identity).18. EAS Congress : (pp. 370-380). Bolu, Turkey.
Özşahin N. (2003). Lise öğrencilerinin günlük yaşamdaki akış deneyimlerinin incelenmesi [Investigation of flow experiences of high school students in daily lives]. Unpublished thesis, Ankara Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
Pintrich, P.R., & Schunk, D. H. (1996). Motivation in Education: Theory, Research and Applications. Englewood Cliffs, NJ: Prentice Hall.Eccles, J. S.
Rusillo, M.T.C.&Arias, P.F.C. (2004). Gender differences in academic motivation of secondary school students. Electronic Journal of Research in Educational Psychology, 2(1), 97-112.
Schmidt C.P. (2005). Relations among motivation, performance achievementand music experience variables in secondary instrumental music students. Journal of Reseach in Music Education, 53(2), 134-147.
Scheibe L.E. (1970). Beliefs and Values. New York: Holt, Rinehart.&Winston.
Wigfield. A. (1994). Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology Review, 6, 49–78.
Wigfield A. &Eccles J. (1992).The development of achievement task values: A theoretical analysis. Developmental Review, 12, 265–310.
Wigfield A. &Eccles J.S. (2000). Expectancy-Value theory of achievement motivation Contemporary Educational Psychology, 2, 68-81. Çalgı Eğitiminde Motivasyon: Beklenti-Değer ve Akış Kuramları Perspektifinde bir İnceleme Atıf
Burak, S. (2014). Motivation for instrument education: A Study with the perspective of expectancy-value and flow theories, Eurasian Journal of Educational Research, 55, 123-136. http://dx.doi.org/10.14689/ejer.2014.55.8
Alpoge G. (2003). Çocuk edebiyatının çocuk gelisimine katkısı (Contribution of children’s literature to child development). Çoluk Çocuk, 24, 32-33.
Alpoge, G. (2000). Çocuk kitapları farklı olma konusunda çocuklara yardımcı olabilir mi? (Children's books can help children about being different?). I. Ulusal Çocuk Kitapları Sempozyumu-Sorunlar ve Çözüm Yolları (I. National Children’s Books Symposium-Problems and Solutions). 1(1), 544-550.
Ashton, A.T. (2006). Books for Children Concerning Diseases, Disorders, and Learning Differences. Retrieved October 23, 2007 from http://www.monroe.lib.in.us/childrens/booklists/disabilitybib.html
Ataseven, F., & Inandı, Y. (2000). Çocuk kitaplarının çeşitli yönleriyle incelenmesi. [Examining various aspects of children’s booksI. Ulusal Çocuk Kitaplari Sempozyumu-Sorunlar ve Çözüm Yolları (I. National Children’s Books SymposiumProblems and Solutions). 1(1), 187-206.
Blaska, J.K. (2003). Using Children’s Literature to Learn About Disabilities and Illness. For Parents and Professionals Working with Young Children. Troy, NY: Educator’s International.
Blaska, J., & Lynch, E. (1994). Inclusion and depiction of individuals in awardwinning and highly recommended children’s books. In Blaska, J.K. (2003). Using Children’s Literature to Learn About Disabilities and Illness. For Parents and Professionals Working with Young Children (p. 6). Troy, NY: Educator’s International.
Bozdag, F. (2000). Çocuk kitaplarında metin, dil ve resimleme ilişkisi [Relationship of text, language and illustration in children’s books]. I. Ulusal Çocuk Kitapları Sempozyumu- Sorunlar ve Çözüm Yolları (I. National Children’s Books SymposiumProblems and Solutions), 1(1), 365-378.
Chambers, P. (2003). Narrative and reflective practice: recording and understanding experiences. Educational Action Research, 11(3), 403-414.
Friend, B., & Bursuck, W.D. (2006). Including Students with Disabilities. A Practical Guide for Classroom Teachers . Boston: Pearson Education Company.
Gross, A.L., & Ortiz, L.W.(1994). Using children’s literature to facilitate inclusion in kindergarden and primary grades. Young Children, 49, 32-35.
National Dissemination Center for Children with Disabilities (2001). Children's Literature & Disability. Retrieved September, 20, 2007 from http://www.nichcy.org/pubs/bibliog/bib5txt.htm
Jarvis, J., Dyson, J., Thomas, K., Graham, S., Iantaffi, A., & Burchell, H. (September 2004). Learning through creating stories: developing student teachers’ understanding of the experiences of pupils with special educational needs in mainstream classrooms. Paper presented at the British Educational Research Conference Annual Conference , University of Manchester. Retrieved July 07, 2006, from http://www.leeds.ac.uk/educol/documents/00003733.htm
Sever, S. (1995). Çocuk kitaplarında bulunması gereken yapısal ve eğitsel özellikler[Structural and Educatioanl Caharacteris are needed in Childern Boooks. Abece, 107,14-15.
Vaughn, S., Bos, C.,S., & Schumm, J., S. (2003). Teaching Exceptional, Diverse, and atRisk Students in the General Education Classroom. (3rd Ed.). Pearson Education, Inc.
Walling, L. L. (2001). Ability, disability and picture books. School Libraries Worldwide, 7 (2), 31-38.
Williams, S. Q., Inkster, C. D., & Blaska, J. K. (2005). The Joan K. Blaska Collection of Children’s Literature Featuring Characters with Disabilities or Chronic Illnesses. Journal of Children’s Literature. 31(1), 71-78. APPENDIX 1 Interview Questions Could you introduce yourself? What was your aim in joining a study on writing stories for children with disabilities? You scanned the children stories. In the stories you reached, did you encounter any parts from the lives of children with disabilities? Or did you encounter a story which was completely dedicated to a child with disabilities or her/his parents? What did you think after you scanned these stories?
What kind of contributions did the writing a story for children with disabilities workshops make in recognizing individuals with disabilities? What kind of benefits do you think you will receive for your career as a result of this study? In your opinion, what are the benefits of these kinds of stories being on the market for children with disabilities? With whom, except the study group, did you share the information that you wrote stories for children with disabilities? When you shared this information, what kind of reactions did you receive? How did these reactions affect you? What kinds of problems did you come across while writing the stories? What do you suggest to people who will write stories about children with disabilities? Özel Gereksinimli Çocukları Anlatan Öyküler: Öykü Yazma Süreci ve Öykü Yazarlarının Görüşleri Atıf: Vuran, S. (2014). Stories about children with disabilities: the writing process and the opinions of the storywriters. Eurasian Journal of Educational Research.55, 1371 http://dx.doi.org/ 14689/ejer.2014.55.9
Baldwin, R., (1994). Training for the management of major emergencies. Disaster Prevention and Manage , 3(1), 16-31.
Bourque, L.B., Mileti, S.D., Kano, M., Wood, M.M. (2012). Who prepares for terrorism?. Environment and Behavior, 44(3) 374–409.
Büyüköztürk, Ş., (2002). Faktör anailizi: Temel kavramlar ve ölçek geliştirmede kullanımı [Factor analysis: Basic concepts and their use in scale development]. Educational administration in theory and practice , 8(4), 470-483.
Doung, K., (2009). Disaster education and training of emergency nurses in South Australia. Australasian Emergency Nursing Journal, 12, 86-92.
Fişek, G .O. & Kabasakal. H., (2008). The Human Side of Disasters: Reflections on the 1999 Marmara Earthquake. İstanbul: Boğaziçi University Publications.
Ford, J. & Schmidt, A. (2000). Emergency preparedness training. J. Hazard. Mater., Vol: 17(3), 3-7.
Disaster preparedness education program in Turkish schools. (n.d.) Retrieved October 10, 2011 from Geo Hazards International (GHI) website, http://www.geohaz.org/projects/turkishschools.html.
Gerdan, S., (2010). Kocaeli Üniversitesi afet ve acil durum yönetim sistemi modeli [A model for disaster and emergency management system of the Kocaeli University]. Unpublished doctoral dissertation, Kocaeli Üniversitesi, Türkiye. Horan, J., Ritchie, L.A., Meinhold, S., Gill, D. A., Hougheton, B. F., Gregg, C. E., et all, (2010). Evaluating disaster education: The National Oceanic and Atmospheric Administration’s TsunamiReadyTm community program and risk awareness education efforts in New Hanover County, North Carolina. In L.A. Ritchie & W. MAcDonald (Eds.), Enhancing disaster and emergency preparedness, response, and recovery through evaluation. New Directions for Evaluation, 126, 79Kano, M., & Bourque L.B., (2008). Correlates of school disaster preparedness: Main effects of funding and coordinator role. Natural Hazards Review, 9 (1), 49-59.
Karancı, N., Akşit, B., Dirik, G., (2005). Impact of a community disaster awareness training program in Turkey: Dos it influence hazard-related cognitions and preparedness behaviors. Social Behavior and Personality, 33(3), 243-258.
Karasar, N., (1994). Bilimsel Araştırma Yönetimi [Scientific Research Method]. Ankara: Tekışık Press.
Palm, R., & Carroll, J. (1998). Illusions of safety: Culture and earthquake hazard response in California and Japan. Boulder: Westview Press.
Quarantelli, E.L., (1986). The need for planning, training, and policy on emergency preparedness. Symp. 1985 Training and education for emergency preparedness in Canada today and tomorrow, M.E. Logan ed., Emergency planning Canada, Ottawa, Canada, 80-86.
Ronan, K.R. & Johnston D.M., (2001). Correlates of hazard education programs for youth. Risk Analysis, Vol. 21, No. 6.
Rüstemli, A. & Karancı, A.N., (1999). Correlates of earthquake cognitions and preparedness behavior in a victimized population. The Journal of Social Psychology , Vol:139 (1),91-101.
Sanduvac, Z., M. & Petal, M., (2010) “History of school seismic safety in Turkey.” Seminar Series on Disaster Education in the UK .
Sudarmadi, S., Suzuki, S., Kawada, T., Netti, H., A.,T., (2001). A survey of perception, knowledge, awareness and attitude in regard to environmental problems in a sample of two different social groups in Jakarta, Indonesia. Environment, Development and Sustainability , 3: 169–183.
Tanaka, K., (2005). The impact of disaster education on public preparation and mitigation for earthquakes: a cross-country comparison between Fukui, Japan and the San Francisco Bay Area, California, USA. Applied Geography, 25 (2005) 201–225.
Türkiye temel afet bilinci eğitimi projesi [Turkey basic disaster awareness training project]. (n.d.) Retrieved October 10, 2011 from Republic of Turkey Ministry of national Educatin (MEB) website, http://www.meb.gov.tr/duyurular/duyurular/temelafetegitimiprojesi/temelafetegitimi projesi.htm .
Tierney, K. J., Lindell, M. K., & Perry, R. W. (2001). Facing the unexpected: disaster preparedness and response in the United States . Washington, DC: Joseph Henry Press.
Tsai, C.- C., (2001). Ideas about earthquakes after experiencing a natural disaster in Taiwan: an analysis of students’ Worldviews. International Journal of Science Education , 23, 10,: 1007- 1016.
Yakut., İ., (2004a). Toplumun deprem tehlikesine hazırlıklı olması (yerel toplumsal gruplarla iletişim [Preparedness of the society for the earthquake hazard (Interaction with the Local Social Groups)] . Kocaeli: Kocaeli University, Jour.No:150.
Yakut, İ., (2004b ). Deprem tehlikesine karşı hazırlanmada kitle iletişim araçlarının işlevleri (İzmit Saraybahçe’de yapılan araştırma [The function of mass media in preparation for the earthquake hazard (The research carried out in İzmit Saraybahçe)]. Kocaeli: Kocaeli University, Jour.No:149.
Yurt, S., (2008). Likert Ölçeği [Likert scale]. Retrieved February 05, 2009, from http://yunus.hacettepe.edu.tr/~tonta/courses/spring2008/bby208/. Kocaeli Üniversitesinin Afetlerle İlgili Farkındalık, Tutum Düzeyleri ve Bireysel Önceliklerinin Belirlenmesi Atıf: Gerdan, S. (2014). Determination of disaster awareness, attitude levels and individual priorities at Kocaeli University, Eurasian Journal of Educational Research, 55, 159-1 http://dx.doi.org/ 4689/ejer.2014.55.10
Al-A'ali, M. (2008). A study of mathematics web based learning in schools. American Journal of Applied Sciences . 5 (11), 1506-1517.
Barak, M. & Dori, Y.J. (2005). Enhancing undergraduate students’ chemistry understanding through Project-based learning in an IT environment. Science Education, 89 (1),117–139.
Beasley, N., & Smyth, K. (2004). Expected and actual student use of an online learning environment: a critical analysis. Electronic Journal of E-learning, 2(1), 43Blumenfeld, P.C., Soloway, E., Marx, R.W., Krajcik, J.S., Guzdial, M., & Palincsar, A.(1991). Motivating project-based learning. Educational Psychologist, 26, 3693
Boss, S., & Krauss, J. (2007). Reinventing project-based learning: Your field guide to real-world projects in the digital age. Eugene, OR: International Society for Technology in Education.
ChanLin, L. (2008). Technology integration applied to project-based learning in science. Innovations in Education and Teaching International, 45(1), 55-65.
Crawford, C., & Brown, E. (2003). Integrating internet-based mathematical manipulatives within a learning environment. Journal of Computers in Mathematics and Science Teaching, . 22(2), 169-180.
Downing, K., Kwong, T., Chan, S., Lam, T., & Downing, W. (2009). Problem-based learning and the development of metacognition. Higher Education, 57(5), 6096
Duatepe, A. & Çilesiz, Ş. (1999). Matematik tutum ölçeği geliştirilmesi. [Developing mathematics attitude scale] Hacettepe University Journal of Education, 16, 45–52. Durmuş, S., Karakırık, E. (2006). Virtual manipulatives in mathematics education: a theoretical framework. The Turkish Online Journal of Educational Technology, 5(1), 117-123.
Finkelstein, N.D., Adams, W.K., Keller, C.J., Kohl, P.B., Perkins, K.K., Podolefsky, N.S., et al.(2005). Comprehension of text in an unfamiliar domain: Effects of instruction that provides either domain or strategy knowledge. Contemporary Educational Psychology , 20, 313-319.
Guthrie,C. (2010). Towards greater learner control: web supported project-based learning. Journal of Information Systems Education, 21(1), 121-130.
Hakkarainen, P. (2009). Designing and implementing a PBL course on educational digital video production: lessons learned from a design-based research. Educational Technology Research and Development , 57(2), 211-228.
Hennessy, S. (2006). Integrating technology into teaching and learning of school science: a situated perspective on pedagogical issues in research. Studies in Science Education , 42, 1-48.
Hsu, Y.S., & Thomas, R.A. (2002). The impacts of a web-aided instructional simulation on science learning. International Journal of Science Education, 24, 955–979.
Huppert, J., & Lazarowitz, R. (2002). Computer simulations in the high school: Students’ cognitive stages, science process skills and academic achievement in microbiology. International Journal of Science Education, 24, 803–821.
Jonassen, D., Howland, J., Moore, J. & Marra, R. (2003). Learning to solve problems with technology: a constructivist perspective (pp.101-159) Upper Saddle River, NJ : Prentice Hall.
Jou, M., Wu, M. J., & Wu, D. W. (2008). Development of online inquiry environments to support project-based learning of robotics. In Emerging Technologies and Information Systems for the Knowledge Society (pp. 341-353). Springer Berlin Heidelberg.
Judd, C., Smith, E., & Kidder, L. (1991). Research methods in social relations (6th ed.). San Francisco: Holt, Rinehart and Winston, Inc.
Krajcik, J., Blumenfeld, P., Marx, R., & Soloway, E. (1994). A collaborative model for helping middle grade science teachers learn project-based instruction. The Elementary School Journal , 94(5), 483-497.
Laffey, J., Tupper, T., Musser, D. & Wedman, J. (1998). A Computer-mediated support system for project-based learning. Educational Technology Research and Development , 46(1), 73-86.
Lee, M.K. (2001). Profiling students’ adaptation styles in web-based learning. Computers & Education , 36 (4), 121-132.
Linn, M. C., Kessel, C., Lee, K., Levenson, J., Spitulnik, M., & Slotta, J. D. (2000). Teaching and learning k-8 mathematics and science through inquiry: Program reviews and recommendations. Retrieved January 10, 2010, from http://www.metiri.com/Solutions
Liu, Y., Lou, S, Shih, R., Meng, H., & Lee, C. (2010). A case study of online projectbased learning: The beer king project. International Journal of Technology in Teaching and Learning , 6(1), 43-57.
Mc Neil, N.M. & Jarvin, L. (2007). When theories don’t add up: Disentangling the manipulatives debate. Theory into Practice, 46(4), 309-316.
Morgil, İ., Seyhan, H.G., Alsan, U. E. & Temel, S. (2008). The Effect of web-based project applications on atudents’ attitudes towards chemistry. Turkish Online Journal of Distance Education , 9(2).
Moyer, P. S., Bolyard, J. J., & Spikell, M. A. (2002). What are virtual manipulatives? Teaching Children Mathematics , 8(6), 372-377.
Muller, E., Buteau, C., Ralph, B. & Mgombelo, J. (2009). Learning mathematics through the design and implementation of exploratory and learning objects. International Journal for Technology in Mathematics Education , 16(2), 63-74.
NCTM, (2000). Principles and standarts for school mathematics, VA Reston.
Patricia, S. M. (2001). Are we having fun yet? How teachers use manipulatives to teach mathematics. Educational Studies in Mathematics, 47, 175-197.
Reimer, K., & Moyer, P. S. (2005). Third graders learn about fractions using virtual manipulatives: A classroom study. Journal of Computers in Mathematics and Science Teaching , 24(1), 5-25.
Salajan, F., Perschbacher, S., Cash, M., Talwar, R., El-Badrawy,W. & Mount, G.J. (2009). Learning with web-based interactive objects: An investigation into student perceptions of effectiveness, Computers & Education, 53, 632–643.
Şendağ, S., & Odabaşı, H.F. (2009). Effects of an online problem based learning course on content knowledge acquisition and critical thinking skills. Computers & Education , 53(1), 132-141.
Steen, K., Brooks, D. & Lyon, T. (2006). The Impact of virtual manipulatives on first grade geometry instruction and learning. Journal of Computers in Mathematics and Science Teaching , 25(4), 373-391.
Suh, J. & Heo, H. J. (2005). Examining technology users in the classroom: developing fraction sense using virtual manipulatives concept tutorials. Journal of Interactive Online Learning , 3(4), 1–21.
Tekerek, M. Yeniterzi, B & Ercan,O. (2011), Math attitudes of computer education and instructional technology students, Turkish Online Journal of Educational Technology (10), Thomas, J. W. (2005). A review of research on project-based learning. Retrieved December 15, 2010, from http://www.k12reform.org/
Thompson, P. W. (1992). Notations, conventions and constraints: Contributions to effective uses of concrete materials in elementary mathematics. Journal for Research in Mathematics Education , 23(2), 123-147.
Warlick, D. (1999). Raw materials for the mind. Raleigh, NC: The Landmark Project.
Zacharia, Z.C. (2007). Comparing and combining real and virtual experimentation: An effort to enhance students’ conceptual understanding of electric circuits. Journal of Computer Assisted Learning , 23, 120–132.
Zhang, K., Peng, S. W., & Hung, J. L. (2009). Online collaborative learning in a project-based learning environment in Taiwan: a case study on undergraduate students’ perspectives. Educational Media International, 46(2), 123-135.
Bisland, A. (2004). Developing leadership skills in young gifted students. Gifted Child Today, (27), 24-27.
Carpenter, B.O. (1996). A study of leadership characteristics and skills of gifted and talented secondary students . Unpublished doctoral dissertation University of Texas, Austin
Carter, R. I. & Spotanski, D.R. (1989). Perceptions of leadership and personal development of selected high school students in Iowa. Journal of Agricultural Education , 30(4), 30-34.
Chan, D. (2000). Assessing leadership among Chinese secondary students in Hong Kong: The use of the Roets Rating Scale for leadership. Gifted Child Quarterly. 44, 115–122
Chauvin, J. C., & Karnes, F. A. (1983). A leadership profile of secondary gifted students. Psychological Reports, 53, 1259-1262.
Cooley, V., Keiser, N., Ruhl-Smith, C. & Shen, J. (1999). Quality and impact of educational leadership programs: A national study. The Journal of Leadership Studies , 6-1/2: 3-16.
Davis, G. A. & Rimm, S. B. (1994). Education of the gifted and talented (3 rd Ed.), Needham Heights, MA: Allyn and Bacon
Edmunds, A. L. & Yewchuk, C. R. (1996). Indicators of leadership in gifted grade twelve students. Journal of Secondary Gifted Education, 7, 345–355.
Feldhusen, J. F. (1994). Leadership curriculum. In J. VanTassel-Baska (Eds), Comprehensive curriculum for gifted learners (pp. 347-365). Boston: Allyn and Bacon.
Fertman, C. I. & Long, J. A. (1990). All students are leaders. School Counselor, 37 (5), 391-3
Foster, W. H., & Silverman, L. (1988). Leadership curriculum for the gifted. In J. VanTassel-Baska, J. Feldhusen, K. Seeley, G. Wheatley, L. Silverman, & W. Foster (Eds.), Comprehensive curriculum for gifted learners (pp. 356-360). Boston: Allyn & Bacon.
Fulmar, R. & Goldsmith, M. (2000). The leadership investment: How the world’s best organizations gain strategic advantage through leadership development . Amacon: New York
Furtwengler W.J. (1991). Reducing student behaviour through student involvement in school restructuring processes. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, April 3–7.
Gonsalves, W. C., Grimm, J. & Welsh, J. M. (1981). Leadership training: A lesson in living. Roeper Review, 3(3), 16–19.
Hays, T. (1993). An historical content analysis of publications in gifted education journals. Roeper Review, 16 (1), 41-43
Hensel, N. H. (1991). Social leadership skills in young children. Roeper Review, 14, 419
House, C. (1980). The leadership series. Coeur d'Alene, ID: Listos.
Karnes, F. A. & Bean, S. M. (1996). Leadership and the gifted. Focus on Exceptional Children, 29 (1), 1–12.
Karnes, F. A. & Bean, S. M. (2001). Methods and materials for teaching the gifted. Waco, TX: Prufrock Press.
Karnes, F. A. & Chauvin, J. C. (1985). Leadership skills inventory activities manual. East Aurora, NY: D.O.K.
Karnes, F. A. & Riley, T. (1996). Perceptions of great leaders held by gifted youth. Gifted Child Today , 19, 14‐15.
Karnes, F. A. & S. Bean, (2010). Leadership for students: a guide for young leaders (2 nd Ed.). Waco, TX: Prufrock Press
Karnes, F. A. & Stephens, K. R. (2000). The ultimate guide to student product-development and evaluation. Waco, TX: Prufrock Press.
Kim, M., & Cho, S. & Jin, S. (2005). Grade and gender differences in creativity and leadership and the relationship of the two abilities. The Korean Journal of Educational Psychology, 19, 799-820.
Leana, M. Z., (2005). Üstün zekâlı ve normal çocuklarda yönetsel fonksiyonlar: Londra kulesi testi. [Executive functions of gifted and normal children: tower of london test] Yayınlanmamıs yüksek lisans tezi. İstanbul Üniversitesi, İstanbul Leshnower, S. (2008). Teaching leadership. Gifted Child Today, 31, 29‐35.
Lin, G. J. (2003). Leadership development of college students in Taiwan. Unpublished doctoral dissertation. Indiana University, Educational Leadership and Policy, Indiana
Lindsay, B. (1988). A lamp for diogenes: Leadership giftedness and moral education. Roeper Review , 1(1), 8-11.
MacGregor, M.G. (2005). Designing student leadership programs: Transforming the leadership potential of youth . ( rd Ed.) Morrison, CO.
Magoon R. A., (1980). Developing leadership skills in the gifted, creative and talented. Gifted Child Today, 12. 40-43
Marland, S. P.(1972). Education of the gifted and talented. Report to the Congress of the United States by the U.S. Commission of Education. Washington DC: U.S. Government Printing Office, Meyer, E. D. (1996). Leadership academy: effectiveness of leadership skills development in eight grade students. Unpublished doctoral dissertation. Drake University, Iowa
Milligan, J. (2004). Leadership skills of gifted students in a rural setting: Promising programs for leadership development. Rural Special Education Quarterly. 23(1),16-22.
Parker, J. P. & Begnaud, L.G. (2004). Developing creative leadership. Portsmouth, NH: Teacher Ideas Press.
Petty, G.C. & Hanson, B. (1989). Two year study of youth leadership development for technology education, ERIC. ED. 324488.
Plowman, P. D. (1981). Training extraordinary leaders. Roeper Review, 3, 13-16
Richardson, W. B., & Feldhusen, J. F. (1987). Leadership education: Developing skills for youth . New York: Trillium.
Ricketts, J.C. & Rudd, R.D. (2002). A comprehensive leadership education model to train, teaches, and develops leadership in youth. Journal of Career and Technical Education, 19(1).7-17.
Roets, L. S. (1986). Leadership: a skills training program. New Sharon, IA: Leadership Publications.
Schack, G. D. (1988). An activities approach to leadership training. Gifted Child Today 11, 20-22.
Silverman, L. K. (1993). Counseling the gifted and talented. Denver: Love Publishing
Sisk, D. (2000). Understanding and encouraging leadership giftedness. Tempo, 20(1), 19Smith, D. L., Smith, L., & Barnette, J. (1991). Exploring the development of leadership giftedness. Roeper Review, 14(1), 7-12. Liderlik Geliştirme Programının Üstün Zekâlı Olan ve Olmayan Öğrencilerin Liderlik Becerilerine Etkisi Atıf: Ogurlu Ü., & Emir S. (2014). Effects of a leadership development program on gifted and non-gifted students’ leadership skills. Eurasian Journal of Educational Research , 55, 223-242. http://dx.doi.org/ 14689/ejer.2014.55.13
Anon(2002). Profiting from postgraduate talent. Report of a conference held on 11 June 2002, in London. Cambridge: CRAC.
Baysal, N.,Z., Ada, S.& Şahin, S.(2005) Lisansüstü programlara başvuran adayların problem çözme becerilerinin incelenmesi [An investigation of the problem solving skills of the postgraduate candidates]. II. Lisansüstü Eğitim Sempozyumu (26-28 Eylül 2005) Bildiri Kitabı , 245-255. Marmara Üniversitesi, Eğitim Bilimleri Enstitüsü, İstanbul.
Bell-Ellison, B.,A.&Dedrick, R.,F. (2008) What do doctoral students value in their ideal mentor? Resource High Education 49,555–567.
Bentley, K.,J.(2013) Toward an Evaluation Framework for Doctoral Education in Social Work:A 10-Year Retrospective of One PhD Program's Assessment Experiences Journal of Social Work Education 49(1),30-47.
Berning,E.,Falk,S.(2004) Das Promotionswesen im Umbruch. Beiträge zur Hochschulforschung, Heft 1,27. Jahrgang,2005.
Çelik,H. Katılmış, A.&Kop ,Y.( 2013 ) The problems of and the suggested solutions for the Master's degree education in Turkey: the case of social sciences education. Journal of Social Sciences 12(1):108-122.
Çelik, K. (2013) The Contribution of supervisors to doctoral students in doctoral education: A qualitative study. Creative Education, 4(1), 9-17.
Creswell,J.,W(2007) Qualitative inquiry & research design. Sage Publication.
Demirbolat,A.,O.(2005) Yüksek lisans öğrencilerinin programdan ve öğretim elemanlarından beklentileri. [The expectations of the post graduate students about the program and the academic staff]. Türk Eğitim Bilimleri Dergisi 1(3),47-64.
Denicolo,P. (2004) Doctoral supervision of f the vebeer of satisfaction and competence. Studies in Higher Education, 29(6),693-707.
Doctoral programs (2014) Doctora programs of department for educational administration retrieved April 20 http://egitim.ege.edu.tr/subpage.php?id=602&sub=2
EHEA (2014) Qualifications frameworks play a key role in developing the European Higher Education Area. Retrieved March 12 2014 from http://www.ond.vlaanderen.be/hogeronderwijs/bologna/qf/qf.asp.
Gatfield,T (2005). An investigation into PhD supervisory management styles: Development of a dynamic conceptual model and its managerial implications. Journal of Higher Education Policy and Management , 27(3),311–325.
Gurr (2010) Negotiating the "Rackety Bridge" — a dynamic model for aligning supervisory style with research student development. Higher Education Research&Development 202(1),81-92.
HEC (2011) National Qualifications Framework for Turkish Higher Education (NQFTHE). Retrieved June 6 2012 from http://tyyc.yok.gov.tr/?pid=11.
Hochschulkonferenz (2013) Promovieren in Deutschland Retrieved March 28.2013 from http://www.hochschulkompass.de/promotion.html.
Katz, E. L. (1997) Key players in the dissertation process. New Directions for Higher Education 99, 5-16.
Kilmen,S. (2007). Lisansüstü eğitimi giriş sınavının ve lisans diploma notunun yüksek lisans başarısını yordama gücü [The investigation of the predictive validity of graduate education entrance ecxamination and undergraduate grade point average]. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 7 (2),176–189.
Krippendorf,K.(2004) Content analysis an introduction to its methodology. Sage Publications.
Kritsonis,W.,A. (2008) Functions of the doctoral dissertation advisor. Focus On Colleges, Unıversities and Schools 2(1),1-5.
Kupfer, A.&Moes, J. (2003) Promovieren in Europa. Ein internationaler Vergleich von Promotionsbedingungen (Getting a doctoral degree in Europe. An international comparison of conditions). GEW and Hans Böckler Foundation, Frankfurt.
Lee,A. (2008). How are doctoral students supervised? Concepts of doctoral research supervison. Studies in Higher Education 33(3):267-281.
Li, S.&Seale,C. (2007). Managing criticism in PhD supervision: A qualitative case study. Studies in Higher Education, 32(4),511–526.
Malfroy,J.(2005) Doctoral supervision, workplace research and changing pedagogic practices. Higher Education Research & Development. 24(2),165–178.
Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage.
PhD Qualifying Examination and Admission to Candidacy (2013) retrieved at April 2013 from http://www.bme.ufl.edu/academics/graduate/qualexam.
Sadlak,J. (2004): Doctoral Studies and Qualifications in Europe and the United States: Status and Prospects. Bucarest (UNESCO-CEPES Studies on Higher Education).
Sezgin,F., Kavgacı,H.& Kılınç,A.,Ç. (2012). Yüksek lisans öğrencilerinin iyi bir tez danışmanından beklentilerine ilişkin nitel bir çalışma [A qualitative study on graduate students' expectations from an effective thesis advisor] Uşak Üniversitesi Sosyal Bilimler Dergisi , 5(3),129-148.
Shenton,A. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information,22, 63-75.
Sinclair,M (2005) The pedagogy of ‘good’ PhD supervision: a national cross-disciplinary investigation of PhD supervision . Retrieved June 12 2012 from http://www.tempus.ge/files/PhD/phd_supervision.pdf.
Sutz,J.(2005) The role of universities in knowledge production. Himalayan Journal of Sciences 3(5) 2005 p.53-56.
Universitaet Bremen, junge Talente (2013) Retrieved June 12 2012 from http://www.uni-bremen.de/forschung/junge-talente.html.
Vilkinas,T. (2005). The supervisor’s role as manager of the PhD journey. In P. Green (Ed.),Supervising postgraduate research: Contexts and processes, theories and practices (pp. 162–173).Melbourne: RMIT University Press.
Voraussetzung für die Zulassung zu promotion(2013) Retrieved April 2.2013 from http://www.uni-bremen.de/en/research/doctoral-students-postdocs/graduate-center-university-of-bremen-proub.html.
Wissenschaftrad (2002) Empfehlungen zur Doktorandenausbildung Retrieved May 10 2012 from www.wissenschaftsrat.de/download/archiv/5459-02.pdf.
Yin,R(1994).Case study research: Design and methods(2nd ed.). Thousand Oaks, CA: Sage Publishing.
Zovko,V (2013) Exploration of the future-a key to sustainable development. Interdisciplinary Description of Complex Systems 11(1),98-107,2013.
Main Title in Turkish (max. 12 words Extended structured abstract (min.750-max.1000 words length in Turkish)
Keywords (in Turkish, min. four-max. six) Aday makaleyi oluşturan ana ögeler aşağıdaki düzendedir: İngilizce Ana Başlık (En fazla 12 sözcük) Yapılandırılmış İngilizce Abstract (En az 300, en fazla 400 sözcük) Anahtar Sözcükler (İngilizce, en az dört, en fazla altı) Ana Metin Kaynakça Türkçe Ana Başlık (En fazla 12 sözcük) Yapılandırılmış Türkçe Öz (En az 750, en fazla 1000 sözcük)
Anahtar Sözcükler (Türkçe, en az dört, en fazla altı) 24 Structure of the Manuscript should be as follows: Manuscript Title English Abstract (350-400 words) Sub-headings: Problem statement:… Purpose of Study:… Method:…. Findings and Results:…. Conclusions and Recommendations:… Keywords:.. Introduction Method (sub-headings): Research Design Research Sample  Research Instrument and Procedure Data Analysis Results, Discussion and Conclusion, References Extended Turkish Abstract (750-1000 words) Sub-headings: Problem Durumu:….
Araştırmanın Amacı:…. Araştırmanın Yöntemi:… Araştırmanın Bulguları:… Araştırmanın Sonuçları ve Önerileri:….. 25 EJER editor reserves the right to reject manuscripts and not to publish it that do not comply fully with the EJER Manuscript Submission Guidelines. ABONELİK Yıllık Kişi Aboneliği ...................................................................................... : 80 TL Kurum Aboneliği ................................................................................ : 250 TL Yurtdışı Aboneliği: ............................................................................. : 250 $ Öğrenci Aboneliği: .............................................................................. : 70 TL Tek Sayılar İçin: Kişiler ................................................................................................. : 25 TL Kurumlar ............................................................................................ : 75 TL ÖDEME İş Bankası Kızılay Şubesi, Anı Yayıncılık 4214-0962561 numaralı hesap 
Reliability and the validity of the research instrument used or adapted in the work must be provided, and explained in detail.