Araştırma Makalesi
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Türkiye’de Örtük Program Üzerine Yapılmış Çalışmaların Analizi: Bir Meta Sentez Araştırması

Yıl 2021, Cilt: 41 Sayı: 1, 251 - 305, 26.04.2021

Öz

Bu araştırmanın amacı, Türkiye’de bugüne kadar örtük programa ilişkin yapılmış çalışmaların analizini yapmaktır. Araştırmanın yöntemi iki aşamalı yapılandırılmıştır. İlk aşamada betimsel içerik analizi ile çalışmalardaki eğilimler belirlenmiş, ikinci aşamada meta sentez ile ampirik çalışmaların bulguları yorumlanarak senteze ulaşılmıştır. Bir çalışmanın araştırmaya dâhil edilmesinde; (1)Doğrudan örtük programa ilişkin araştırma yapılmış olması, (2)Yönteminin açıkça belirtilmiş olması, (3)Bilimsel hakemli dergide yayımlanmış makale veya tez olması, (4)Örneklemin Türkiye’de olması ölçütleri kullanılmıştır. TR Dizin, DergiPark, Google Akademik ve YÖK Tez veri tabanından “örtük program”, “örtük müfredat”, “gizli program”, “gizli müfredat” ve “hidden curriculum” anahtar kelimeleri ile tarama yapılmış, 52 makale ve 25 tez olmak üzere toplamda 77 çalışma araştırmaya dâhil edilmiştir. Yapılan analiz neticesinde elde edilen sonuçlar şu şekilde özetlenebilir: Örtük program kavramı yurtdışına kıyasla Türkiye’de oldukça geç çalışılmaya başlanmıştır. Çalışmaların büyük çoğunluğunda, örtük programın doğasına da uygun olacak şekilde nitel yöntem kullanılmıştır. Örneklem türü olarak çoğunlukla bireylerle yürütülen bu çalışmalar en çok ilköğretim ve lisans düzeyinde gerçekleştirilmiştir. Çalışmaların sonuçlarına uygulanan tematik içerik analizi neticesinde çok sayıda koddan 14 kategoriye ve buradan da eğitim sisteminin en temel dört öğesi olan öğretmen, öğrenci, okul ve resmi program temalarına ulaşılmıştır. Her bir tema ve altında yer alan kategoriler kendi içinde tartışılmış, hem eğitimciler hem de araştırmacılar için önerilerde bulunulmuştur.

Kaynakça

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  • Addai-Mununkum, R. (2017). Adding and dividing by religion: The not-so-hidden curriculum of mission-public schools in Ghana. Religion and Education, 44(2), 225–243. https://doi.org/10.1080/15507394.2016.1243435
  • Ahola, S. (2000). Hidden curriculum in higher education: Something to fear for or comply to? In Innovations in higher education (pp. 1–21). Helsinki.
  • Ahwee, S., Chiappone, L., Cuevas, P., Galloway, F., Hart, J., Lones, J., … Tate, B. (2004). The hidden and null curriculums: An experiment in collective educational biography. Educational Studies, 35(1), 25–43.
  • Alifat, A., Rahnama, A., Esmaeeli, R. S., & Hosseinpour, R. (2016). Determining the role of aspects and components of hidden curriculum on social self-efficacy of primary-school boy students from the viewpoint of Abdanan teachers in 2014-2015. International Journal of Humanities and Cultural Studies, April, 2441–2452. Retrieved from http://www.ijhcs.com/index.php/ijhcs/index
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  • Anyon, J. (1980). Social class and the hidden curriculum of work. The Journal of Education, 162(1), 67–92. https://doi.org/10.1007/BF02287080
  • Apple, M. W. (1979). What correspondence theories of the hidden curriculum miss. The Review of Education, 5(2), 101–112. https://doi.org/10.1080/0098559790050204
  • Apple, M. W. (2004). Ideology and curriculum (3rd ed.). New York: Routledge.
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Analysing Studies Conducted on Hidden Curriculum in Turkey: A Meta-Synthesis Research

Yıl 2021, Cilt: 41 Sayı: 1, 251 - 305, 26.04.2021

Öz

The purpose of this study was to analyse studies conducted on the subject of hidden curriculum in Turkey up to the present. The research method was structured in two stages. In the first stage, the tendencies in the studies were determined with descriptive content analysis, and in the second stage, the findings of the empirical studies were synthesised via reinterpretation with meta-synthesis. In order for a study to be included into the research, following criteria were applied: (1) It has to be related directly to hidden curriculum (2) The methodology has to be clearly stated. (3) It has to be an article published in a scientific refereed journal or an academic thesis. (4) The research sample has to be within Turkey. Review was conducted with the keywords “örtük program (hidden program)”, “örtük müfredat (hidden curriculum)”, “gizli program (secret program)”, “gizli müfredat (secret curriculum)” and “hidden curriculum” on the TR Indexing, DergiPark, Google Scholar and Council of Higher Education Thesis Centre databases, a total of 77 studies, including 52 articles and 25 theses, were included in the study. The results obtained in consequence of the analysis can be summarised as follows: The concept of hidden curriculum was started to be studied on considerably late in Turkey, in comparison with abroad. As proper for the nature of hidden curriculum itself, in most of the studies qualitative method was used. These studies mainly conducted with individuals as their sample, and were conducted at primary and undergraduate levels at most. As a consequence of the thematic content analysis applied to the results of the studies, 14 categories were elicited from a large number of codes, and thereafter, the themes of teacher, student, school, and official curriculum, which are the four basic elements of education system, were attained. Each of the themes and its categories were discussed in itself, and suggestions were made for both educators and researchers.

Kaynakça

  • Acar, E. (2012). Hidden curriculum contributing to social production-reproduction in a math classroom. International Online Journal of Educational Sciences, 4(1), 19–30.
  • Addai-Mununkum, R. (2017). Adding and dividing by religion: The not-so-hidden curriculum of mission-public schools in Ghana. Religion and Education, 44(2), 225–243. https://doi.org/10.1080/15507394.2016.1243435
  • Ahola, S. (2000). Hidden curriculum in higher education: Something to fear for or comply to? In Innovations in higher education (pp. 1–21). Helsinki.
  • Ahwee, S., Chiappone, L., Cuevas, P., Galloway, F., Hart, J., Lones, J., … Tate, B. (2004). The hidden and null curriculums: An experiment in collective educational biography. Educational Studies, 35(1), 25–43.
  • Alifat, A., Rahnama, A., Esmaeeli, R. S., & Hosseinpour, R. (2016). Determining the role of aspects and components of hidden curriculum on social self-efficacy of primary-school boy students from the viewpoint of Abdanan teachers in 2014-2015. International Journal of Humanities and Cultural Studies, April, 2441–2452. Retrieved from http://www.ijhcs.com/index.php/ijhcs/index
  • Allen, R. L. (1999). The hidden curriculum of whiteness: White teachers, white territory, and white community. In The Annual Meeting of the American Educational Research Association. Quebec: AERA.
  • Anderson, K., Raza, D., & Philpott, J. (2014). Exploring the hidden curriculum of global health. Social Medicine, 8(3), 143–146.
  • Anyon, J. (1980). Social class and the hidden curriculum of work. The Journal of Education, 162(1), 67–92. https://doi.org/10.1007/BF02287080
  • Apple, M. W. (1979). What correspondence theories of the hidden curriculum miss. The Review of Education, 5(2), 101–112. https://doi.org/10.1080/0098559790050204
  • Apple, M. W. (2004). Ideology and curriculum (3rd ed.). New York: Routledge.
  • Arnot, M., & Whitty, G. (1982). School texts, the hidden curriculum and the curriculum-in-use: A British view of recent American contributions to the sociology of the curriculum. Discourse: Studies in the Cultural Politics of Education, 3(1), 1–21. https://doi.org/10.1080/0159630820030101
  • Assor, A., & Gordon, D. (1987). The implicit learning theory of hidden-curriculum research. Journal of Curriculum Studies, 19(4), 329–339. https://doi.org/10.1080/0022027870190404
  • Bain, L. L. (1985). The hidden curriculum re-examined. Quest, 37(2), 145–153. https://doi.org/10.1080/00336297.1985.10483829
  • Bain, L. L. (2012). The hidden curriculum in physical education. Quest, 24(1), 92–101. https://doi.org/10.1080/00336297.1975.10519851
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  • Cassese, E. C., & Bos, A. L. (2013). A hidden curriculum? examining the gender content in introductory-level political science textbooks. Politics and Gender, 9(2), 214–223. https://doi.org/10.1017/S1743923X13000068
  • Chao, T. C. (2011). The hidden curriculum of cultural content in internationally published ELT textbooks: A closer look at new American inside out. Journal of Asia TEFL, 8(2), 189–210.
  • Chapelle, C. A. (2009). A hidden curriculum in language textbooks: Are beginning learners of French at U.S. Universities taught about Canada? Modern Language Journal, 93(2), 139–152. https://doi.org/10.1111/j.1540-4781.2009.00852.x
  • Cheng, L. F., & Yang, H. C. (2015). Learning about gender on campus: An analysis of the hidden curriculum for medical students. Medical Education, 49(3), 321–331. https://doi.org/10.1111/medu.12628
  • Chişiu, C. M. (2015). The influence of classroom design on training primary school students through hidden curriculum. Journal Plus Education, 12(1), 135–142.
  • Clark, I. (2016). Hidden curriculum and subliminal gender bias: A Japanese case-study. Nagoya University of Commerce & Business Administration, 17(2), 11–17. Retrieved from http://ci.nii.ac.jp/els/contentscinii_20171202211643.pdf?id= ART0010585904
  • Cornbleth, C. (1980). A reaction to social education in the classroom: The dynamics of the hidden curriculum. Theory and Research in Social Education, 8(2), 57–60. https://doi.org/10.1080/00933104.1980.10506082
  • Cornbleth, C. (1984). Beyond hidden curriculum? Journal of Curriculum Studies, 16(1), 29–36. https://doi.org/10.1080/0022027840160105
  • Corrales, N. (1998). The hidden curriculum of gender in elementary Spanish textbooks. Ohio University.
  • Cotton, D., Winter, J., & Bailey, I. (2013). Researching the hidden curriculum: intentional and unintended messages. Journal of Geography in Higher Education, 37(2), 192–203. https://doi.org/10.1080/03098265.2012.733684
  • Cushion, C. J., & Jones, R. L. (2014). A Bourdieusian analysis of cultural reproduction: socialisation and the “hidden curriculum” in professional football. Sport, Education and Society, 19(3), 276–298. https://doi.org/10.1080/13573322.2012.666966
  • de Lissovoy, N. (2012). Education and violation: Conceptualizing power, domination, and agency in the hidden curriculum. Race Ethnicity and Education, 15(4), 463–484. https://doi.org/10.1080/13613324.2011.618831
  • Deutscher, C. D. (1979). An ethnography of a kindergarten classroom: Searching out the hidden curriculum. University of Alberta. https://doi.org/10.1109/IEDM.2003.1269444
  • Doğar, Y., & Filiz, B. (2019). Beden eğitimi öğretmenleri ve örtük program. Ankara: Gazi.
  • Dreeben, R. (1968). On what is learned in school. Massachusetts: Addison-Wesley.
  • Dreeben, R. (1976). The unwritten curriculum and its relation to values. Journal of Curriculum Studies, 8(2), 111–124. https://doi.org/10.1080/0022027760080203
  • Durkheim, E. (2016). Eğitim ve sosyoloji. (P. Ergenekon, Ed.). İstanbul: Pinhan.
  • Dutton, L., & Ough Sellheim, D. (2014). The informal and hidden curriculum in physical therapist education. Journal of Physical Therapy Education, 28(3), 50–63.
  • Eisner, E. W. (1985). The educational imagination: On the design and evaluation of school programs (2nd ed.). New York: Macmillan.
  • Elliot, D. L., Baumfield, V., Reid, K., & Makara, K. A. (2016). Hidden treasure: successful international doctoral students who found and harnessed the hidden curriculum. Oxford Review of Education, 42(6), 733–748. https://doi.org/10.1080/03054985.2016.1229664
  • Elliot, D. L., Bengtsen, S. S. E., Guccione, K., & Kobayashi, S. (2020). The Hidden Curriculum in Doctoral Education. The Hidden Curriculum in Doctoral Education. https://doi.org/10.1007/978-3-030-41497-9
  • Fernández-Balboa, J. M. (1993). Sociocultural characteristics of the hidden curriculum in physical education. Quest, 45(2), 230–254. https://doi.org/10.1080/00336297.1993.10484086
  • Gaufberg, E. H., Batalden, M., Sands, R., & Bell, S. K. (2010). The hidden curriculum: What can we learn from third-year medical student narrative reflections? Academic Medicine, 85(11), 1709–1716. https://doi.org/10.1097/ACM.0b013e3181f57899
  • Giroux, H. A. (1978). Developing Educational Programs: Overcoming the Hidden Curriculum. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 52(4), 148–151. http://dx.doi.org/10.1080/00098655.1978.10113565
  • Giroux, H. A. (1981). Schooling and the myth of objectivity. McGill Journal of Education, 16(3), 282–305. Retrieved from http://mje.mcgill.ca/article/viewFile/7420/5350%0A
  • Giroux, H. A. (1983). Theory and resistance in education. Massachusetts: Bergin & Garvey.
  • Giroux, H. A., & Penna, A. N. (1979). Social education in the classroom: The dynamics of the hidden curriculum. Theory & Research in Social Education, 7(1), 21–42. https://doi.org/10.1080/00933104.1980.10506070
  • Giroux, H. A., & Purpel, D. (1983). The hidden curriculum and moral education: Deception or discovery? California: McCutchan.
  • Golobic, K. B. (2012). What kind of school do we want? The architecture of schools as an element of the (hidden) curriculum. Journal of Contemporary Educational Studies, (1), 74–94.
  • Gordon, D. (1980). The immorality of the hidden curriculum. Journal of Moral Education, 10(1), 3–8. https://doi.org/10.1080/0305724800100101
  • Gordon, D. (1981). The aesthetic attitude and the hidden curriculum. The Journal of Aesthetic Education, 15(2), 51–63. Retrieved from http://www.jstor.org/stable/3332241
  • Gordon, D. (1982). The concept of the hidden curriculum. Journal of Philosophy of Education, 16(2), 187–198. https://doi.org/10.1111/j.1467-9752.1982.tb00611.x
  • Gordon, D. (1983). Rules and the effectiveness of the hidden curriculum. Journal of Philosophy of Education, 17(2), 207–218. https://doi.org/10.1111/j.1467-9752.1983.tb00031.x
  • Gordon, D. (1984). The image of science, technological consciousness, and the hidden curriculum. Curriculum Inquiry, 14(4), 367–400. https://doi.org/10.1080/03626784.1984.11075937
  • Gordon, D. (1988). The rebirth of the hidden curriculum: Phlogiston as Priestley might explain it to Lavoisier. Curriculum Inquiry, 18(4), 465–470. https://doi.org/10.1080/03626784.1988.11076053
  • Gubbe, L. M. (1999). Impact of the hidden curriculum and student resistance on attrition in developmental education courses. Research and Teaching in Developmental Education, 15(2), 37–48. Retrieved from http://www.jstor.org/stable/42802512
  • Hafler, J. P., Ownby, A. R., Thompson, B. M., Fasser, C. E., Grigsby, K., Haidet, P., … Hafferty, F. W. (2011). Decoding the learning environment of medical education: A hidden curriculum perspective for faculty development. Academic Medicine, 86(4), 440–444. https://doi.org/10.1097/ACM.0b013e31820df8e2
  • Hammond, J. D. (1998). Photography and the “natives”: Examining the hidden curriculum of photographs in introductory anthropology texts. Visual Sociology, 13(2), 57–73. https://doi.org/10.1080/14725869808583794
  • Hannay, L. M. (1984). Cultural reproduction via the hidden curriculum. The Ohio State University.
  • Harding-DeKam, J. L., Hamilton, B., & Loyd, S. (2012). The hidden curriculum of doctoral advising. NACADA Journal, 32(2), 5–16. https://doi.org/10.12930/0271-9517-32.2.5
  • Hemmings, A. (2000). The “hidden” corridor curriculum. The High School Journal, 83(2), 1–10. Retrieved from http://www.jstor.org/stable/40364505
  • Hill, D., Sanders, M., & Hankin, T. (2002). Marxism, class analysis and postmodernism. In D. Hill, P. Mclaren, M. Cole, & G. Rikowski (Eds.), Marxism against postmodernism in educational theory. Maryland: Lexington.
  • Jackson, P. (1968). Life in classrooms. New York: Teachers College.
  • Jacobson, J. A. (2008). The gendered processes of hidden curriculum and cultural capital within two teacher preparation programs. Arizona State University.
  • Jay, M. (2003). Critical race theory, multicultural education, and the hidden curriculum of hegemony. Multicultural Perspectives, 5(4), 3–9. https://doi.org/10.1207/S15327892MCP0504
  • Keefe, J. F. (1982). Cultural reproduction and the hidden curriculum: An investigation into preschool programs for the deaf. Boston University.
  • Kentli, F. D. (2009). Comparison of hidden curriculum theories. European Journal of Educational Studies, 1(1968), 83–88. Retrieved from http://www.ozelacademy.com/EJES_v1n2_Kentli.pdf
  • Khan, A. Z. (2013). Non-academic attributes of hidden curriculum in medical schools. Journal of the College of Physicians and Surgeons Pakistan, 23(1), 5–9. https://doi.org/01.2013/JCPSP.0509
  • Kidman, J., Manathunga, C., & Cornforth, S. (2017). Intercultural PhD supervision: exploring the hidden curriculum in a social science faculty doctoral programme. Higher Education Research and Development, 36(6), 1208–1221. https://doi.org/10.1080/07294360.2017.1303457
  • King, N. R. (1976). The hidden curriculum and the socialization of kindergarten children. University of Wisconsin-Madison.
  • Korzh, A. (2013). Educational inequalities and Ukrainian orphans’ future pathways: Social reproduction or transformation through the hidden curriculum? Columbia University.
  • Lakomski, G. (1984). On agency and structure: Pierre Bourdieu and Jean-Claude Passeron’s theory of symbolic violence. Curriculum Inquiry, 14(2), 151–163. https://doi.org/10.1080/03626784.1984.11075918
  • Langhout, R. D., & Mitchell, C. A. (2008). Engaging contexts: Drawing the link between student and teacher experiences of the hidden curriculum. Journal of Community & Applied Social Psychology, 18, 593–614. https://doi.org/10.1002/casp.974
  • LeCompte, M. (1978). Learning to work: The hidden curriculum of the classroom. Anthropology & Education Quarterly, IX, 22–37. https://doi.org/10.1525/aeq.1978.9.1.05x1748z
  • Lee, J. F. K. (2014). A hidden curriculum in Japanese EFL textbooks: Gender representation. Linguistics and Education, 27(1), 39–53. https://doi.org/10.1016/j.linged.2014.07.002
  • Li, X. (2003). Unveiling the hidden curriculum: Belefs in ESL context. Canadian and International Education, 32(2), 39–58.
  • Margolis, E., Soldatenko, M., Acker, S., & Gair, M. (2001). Peekaboo. In E. Margolis (Ed.), The hidden curriculum in higher education (pp. 1–20). New York: Routledge.
  • Martin, J. R. (1976). What should we do with a hidden curriculum when we find one? Curriculum Inquiry, 6(2), 135–151. Retrieved from http://www.jstor.org/stable/1179759
  • Martin, L. (2014). The hidden curriculum exposed: How one outreach program bridges cultural capital and cultural wealth for Latina/o community college transfer students. University of California.
  • Miller, E. (2012). Dominant discourses in curriculum. Curriculum and Teaching, 27(2), 46–61. https://doi.org/10.7459/ct/27.2.04
  • Mutekwe, E., Maphosa, C., Machingambi, S., Ndofirepi, A. P., & Wadesango, N. (2013). Exploring the teachers’ role in the social construction of gender through the hidden culture curriculum and pedagogy: A case of Zimbabwe. Journal of Social Sciences, 37(3), 307–318. https://doi.org/10.1080/09718923.2013.11893229
  • Omokhodion, J. O. (1989). Classroom observed: The hidden curriculum in Lagos, Nigeria. International Journal of Educational Development, 9(2), 99–110. https://doi.org/10.1016/0738-0593(89)90030-8
  • Orón-Semper, J. V., & Blasco, M. (2018). Revealing the hidden curriculum in higher education. Studies in Philosophy and Education, 37(5), 481–498. https://doi.org/10.1007/s11217-018-9608-5
  • Pitts, S. E. (2003). What do students learn when we teach music? An investigation of the “hidden” curriculum in a university music department. Arts & Humanities in Higher Education, 2(3), 281–292.
  • Portelli, J. P. (1993). Exposing the hidden curriculum. Journal of Curriculum Studies, 25(4), 343–358. https://doi.org/10.1080/0022027930250404
  • Sambell, K., & McDowell, L. (1998). The construction of the hidden curriculum: Messages and meanings in the assessment of student learning. Assessment and Evaluation in Higher Education, 23(4), 391–402. https://doi.org/10.1080/0260293980230406
  • Schimmel, D. M. (2003). Collaborative rule-making and citizenship education: An antitode to the undemocratic hidden curriculum. American Secondary Education, 31(3), 16–35.
  • Schultz, S. B. (1988). The hidden curriculum: Finding mechanisms of control and resistance in the preschool. Columbia University.
  • Skelton, A. (1997). Studying hidden curricula: Developing a perspective in the light of postmodern insights. Curriculum Studies, 5(2), 177–193. https://doi.org/10.1080/14681369700200007
  • Smith, B. (2004). Demystifying the higher education system: Rethinking academic cultural capital, social capital, and the academic mentoring process. University of Wisconsin-Madison. Retrieved from http://search.proquest.com/docview/ 305109706?accountid=28180
  • Snehalatha, S. (2013). Hidden curriculum and the need for critical pedagogy. ESocial Sciences and Humanities, 48, 49–56.
  • Thomsen, J. P., Munk, M. D., Eiberg-Madsen, M., & Hansen, G. I. (2013). The educational strategies of Danish university students from professional and working-class backgrounds. Comparative Education Review, 57(3), 457–480.
  • Townsend, B. K. (1995). Is there a hidden curriculum in doctoral programs. In The Annual Meeting of the Association for the Study of Higher Education (pp. 2–13). Florida: University of Memphis.
  • Vallance, E. (1974). Hiding the hidden curriculum: An interpretation of the language of justification in nineteenth-century educational reform. Curriculum Theory Network, 4(1), 5–22. https://doi.org/10.1080/00784931.1974.11075752
  • Vallance, E. (1980). The hidden curriculum and qualitative inquiry as states of mind. Journal of Education, 162(1), 138–151.
  • Willis, P. (1977). Learning to labor: How working class kids get working class jobs. New York: Columbia University.
  • Winter, J., & Cotton, D. (2012). Making the hidden curriculum visible: Sustainability literacy in higher education. Environmental Education Research, 18(6), 783–796. https://doi.org/10.1080/13504622.2012.670207
  • Woloschuk, W., Wright, B., & McLaughlin, K. (2011). Debiasing the hidden curriculum: Academic equality among medical specialties. Canadian Family Physician, 57(1), 26–30. https://doi.org/57/1/e26 [pii]
  • Wren, D. J. (1999). School culture: Exploring the hidden curriculum. Adolescence, 34(135), 593–596. https://doi.org/10.1086/250095
  • Yüksel, S. (2002). Örtük program. Eğitim ve Bilim, 27(126), 31–37.
  • Yüksel, S. (2004). Örtük program: Eğitimde saklı uygulamalar. Ankara: Nobel.
  • Zorec, M. B., & Došler, A. J. (2016). Rethinking the hidden curriculum: daily routine in Slovene preschools. European Early Childhood Education Research Journal, 24(1), 103–114. https://doi.org/10.1080/1350293X.2015.1120523
Toplam 108 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Aysun Öztürk 0000-0001-8983-7744

Mehmet Taşpınar 0000-0003-3152-0300

Yayımlanma Tarihi 26 Nisan 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 41 Sayı: 1

Kaynak Göster

APA Öztürk, A., & Taşpınar, M. (2021). Türkiye’de Örtük Program Üzerine Yapılmış Çalışmaların Analizi: Bir Meta Sentez Araştırması. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 41(1), 251-305.
AMA Öztürk A, Taşpınar M. Türkiye’de Örtük Program Üzerine Yapılmış Çalışmaların Analizi: Bir Meta Sentez Araştırması. GEFAD. Nisan 2021;41(1):251-305.
Chicago Öztürk, Aysun, ve Mehmet Taşpınar. “Türkiye’de Örtük Program Üzerine Yapılmış Çalışmaların Analizi: Bir Meta Sentez Araştırması”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 41, sy. 1 (Nisan 2021): 251-305.
EndNote Öztürk A, Taşpınar M (01 Nisan 2021) Türkiye’de Örtük Program Üzerine Yapılmış Çalışmaların Analizi: Bir Meta Sentez Araştırması. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 41 1 251–305.
IEEE A. Öztürk ve M. Taşpınar, “Türkiye’de Örtük Program Üzerine Yapılmış Çalışmaların Analizi: Bir Meta Sentez Araştırması”, GEFAD, c. 41, sy. 1, ss. 251–305, 2021.
ISNAD Öztürk, Aysun - Taşpınar, Mehmet. “Türkiye’de Örtük Program Üzerine Yapılmış Çalışmaların Analizi: Bir Meta Sentez Araştırması”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 41/1 (Nisan 2021), 251-305.
JAMA Öztürk A, Taşpınar M. Türkiye’de Örtük Program Üzerine Yapılmış Çalışmaların Analizi: Bir Meta Sentez Araştırması. GEFAD. 2021;41:251–305.
MLA Öztürk, Aysun ve Mehmet Taşpınar. “Türkiye’de Örtük Program Üzerine Yapılmış Çalışmaların Analizi: Bir Meta Sentez Araştırması”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, c. 41, sy. 1, 2021, ss. 251-05.
Vancouver Öztürk A, Taşpınar M. Türkiye’de Örtük Program Üzerine Yapılmış Çalışmaların Analizi: Bir Meta Sentez Araştırması. GEFAD. 2021;41(1):251-305.